IGCSE Physics Syllabus + Redspot
IGCSE Physics Syllabus + Redspot
IGCSE Physics Syllabus + Redspot
Cambridge IGCSE®
Physics 0625
For examination in June and November 2020 and 2021.
Also available for examination in March 2020 and 2021 for India only.
Version 1
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Contents
5 Appendix....................................................................................................................................32
Electrical symbols 32
Symbols and units for physical quantities 34
Safety in the laboratory 36
Mathematical requirements 37
Presentation of data 38
ICT opportunities 39
Conventions (e.g. signs, symbols, terminology and nomenclature) 39
Key benefits
Cambridge IGCSE® syllabuses are created especially for international students. For over 25 years, we have worked
with schools and teachers worldwide to develop syllabuses that are suitable for different countries, different types
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Cambridge
learner
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Cambridge IGCSEs are accepted and valued by leading universities and employers around the world as evidence of
academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge IGCSEs or equivalent to meet their entry requirements.
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skills, has carried out an independent benchmarking study of Cambridge IGCSE and found it to be comparable to
the standard of GCSE in the UK. This means students can be confident that their Cambridge IGCSE qualifications
are accepted as equivalent to UK GCSEs by leading universities worldwide.
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
You can deliver some of the aims using suitable local, international or historical examples and applications, or
through collaborative experimental work.
Content overview
Candidates study the following topics:
1 General physics
2 Thermal physics
3 Properties of waves, including light and sound
4 Electricity and magnetism
5 Atomic physics
Assessment overview
All candidates take three papers.
Candidates who have studied the Core subject content, or who are expected to achieve a grade D or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades C to G.
Candidates who have studied the Extended subject content (Core and Supplement), and who are expected to
achieve a grade C or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades A* to G.
Assessment objectives
The assessment objectives (AOs) are:
AO1 Knowledge with understanding
Subject content defines the factual material that candidates may be required to recall and explain. Candidates will
also be asked questions which require them to apply this material to unfamiliar contexts and to apply knowledge
from one area of the syllabus to another.
Questions testing this objective will often begin with one of the following words: define, state, describe, explain
(using your knowledge and understanding) or outline (see the Glossary of terms used in science papers).
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
•• locate, select, organise and present information from a variety of sources
•• translate information from one form to another
•• manipulate numerical and other data
•• use information to identify patterns, report trends and draw inferences
•• present reasoned explanations for phenomena, patterns and relationships
•• make predictions and hypotheses
•• solve problems, including some of a quantitative nature.
Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
Questions testing these skills will often begin with one of the following words: predict, suggest, calculate or
determine (see the Glossary of terms used in science papers).
3 Subject content
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
can achieve a maximum of grade C. Candidates aiming for grades A* to C should be taught the Extended subject
content. The Extended subject content includes both the Core and the Supplement.
Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their practical skills by carrying out practical work and investigations within all of the topics listed.
1 General physics
1.1 Length and time
Core Supplement
•• Use and describe the use of rules and measuring •• Understand that a micrometer screw gauge is
cylinders to find a length or a volume used to measure very small distances
•• Use and describe the use of clocks and devices,
both analogue and digital, for measuring an
interval of time
•• Obtain an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of a pendulum)
1.2 Motion
Core Supplement
•• Define speed and calculate average •• Distinguish between speed and velocity
total distance •• Define and calculate acceleration using
speed from
total time
change of velocity
•• Plot and interpret a speed–time graph or a time taken
distance–time graph
•• Calculate speed from the gradient of a
•• Recognise from the shape of a speed–time graph distance–time graph
when a body is
•• Calculate acceleration from the gradient of a
–– at rest speed–time graph
–– moving with constant speed •• Recognise linear motion for which the
–– moving with changing speed acceleration is constant
•• Calculate the area under a speed–time graph to •• Recognise motion for which the acceleration is
work out the distance travelled for motion with not constant
constant acceleration •• Understand deceleration as a negative
•• Demonstrate understanding that acceleration acceleration
and deceleration are related to changing speed •• Describe qualitatively the motion of bodies
including qualitative analysis of the gradient of a falling in a uniform gravitational field with and
speed–time graph without air resistance (including reference to
•• State that the acceleration of free fall for a body terminal velocity)
near to the Earth is constant
1.4 Density
Core
m
•• Recall and use the equation ρ =
V
•• Describe an experiment to determine the density
of a liquid and of a regularly shaped solid and
make the necessary calculation
•• Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
•• Predict whether an object will float based on
density data
1.5 Forces
1.5.1 Effects of forces
Core Supplement
•• Recognise that a force may produce a change in
size and shape of a body
•• Plot and interpret extension–load graphs and •• State Hooke’s Law and recall and use the
describe the associated experimental procedure expression F = k x, where k is the spring constant
•• Recognise the significance of the ‘limit of
proportionality’ for an extension–load graph
•• Describe the ways in which a force may change •• Recall and use the relationship between force,
the motion of a body mass and acceleration (including the direction),
F = ma
•• Find the resultant of two or more forces acting •• Describe qualitatively motion in a circular path
along the same line due to a perpendicular force
•• Recognise that if there is no resultant force on (F = mv 2 / r is not required)
a body it either remains at rest or continues at
constant speed in a straight line
•• Understand friction as the force between two
surfaces which impedes motion and results in
heating
•• Recognise air resistance as a form of friction
1.6 Momentum
Supplement
•• Understand the concepts of momentum and
impulse
•• Recall and use the equation
momentum = mass × velocity, p = mv
•• Recall and use the equation for impulse
Ft = mv – mu
•• Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
1.7.3 Work
Core Supplement
•• Demonstrate understanding that •• Recall and use W = Fd = ∆E
work done = energy transferred
•• Relate (without calculation) work done to the
magnitude of a force and the distance moved in
the direction of the force
1.7.4 Power
Core Supplement
•• R
elate (without calculation) power to work done •• Recall and use the equation P = ∆E / t in simple
and time taken, using appropriate examples systems
1.8 Pressure
Core Supplement
•• Recall and use the equation p = F / A
•• Relate pressure to force and area, using
appropriate examples
•• Describe the simple mercury barometer and its
use in measuring atmospheric pressure
•• Relate (without calculation) the pressure beneath •• Recall and use the equation p = hρg
a liquid surface to depth and to density, using
appropriate examples
•• Use and describe the use of a manometer
2 Thermal physics
2.1 Simple kinetic molecular model of matter
2.1.1 States of matter
Core
•• State the distinguishing properties of solids,
liquids and gases
2.1.3 Evaporation
Core Supplement
•• Describe evaporation in terms of the escape of •• Demonstrate an understanding of how
more-energetic molecules from the surface of a temperature, surface area and draught over a
liquid surface influence evaporation
•• Relate evaporation to the consequent cooling of •• Explain the cooling of a body in contact with an
the liquid evaporating liquid
2.3.2 Convection
Core
•• Recognise convection as an important method of
thermal transfer in fluids
•• Relate convection in fluids to density changes
and describe experiments to illustrate convection
2.3.3 Radiation
Core Supplement
•• Identify infrared radiation as part of the •• Describe experiments to show the properties
electromagnetic spectrum of good and bad emitters and good and bad
•• Recognise that thermal energy transfer by absorbers of infrared radiation
radiation does not require a medium
•• Describe the effect of surface colour (black •• Show understanding that the amount of
or white) and texture (dull or shiny) on the radiation emitted also depends on the surface
emission, absorption and reflection of radiation temperature and surface area of a body
3.2 Light
3.2.1 Reflection of light
Core Supplement
•• D
escribe the formation of an optical image by a •• Recall that the image in a plane mirror is virtual
plane mirror, and give its characteristics •• Perform simple constructions, measurements and
•• Recall and use the law calculations for reflection by plane mirrors
angle of incidence = angle of reflection
3.4 Sound
Core Supplement
•• Describe the production of sound by vibrating
sources
•• Describe the longitudinal nature of sound waves •• Describe compression and rarefaction
•• State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
•• Show an understanding of the term ultrasound
•• Show an understanding that a medium is needed
to transmit sound waves
•• Describe an experiment to determine the speed •• State typical values of the speed of sound in
of sound in air gases, liquids and solids
•• Relate the loudness and pitch of sound waves to
amplitude and frequency
•• Describe how the reflection of sound may
produce an echo
4.2.2 Current
Core Supplement
•• State that current is related to the flow of charge •• Show understanding that a current is a rate of
•• Use and describe the use of an ammeter, both flow of charge and recall and use the equation
analogue and digital I = Q / t
•• State that current in metals is due to a flow of •• Distinguish between the direction of flow of
electrons electrons and conventional current
4.2.5 Resistance
Core Supplement
•• State that resistance = p.d. / current and •• Sketch and explain the current–voltage
understand qualitatively how changes in p.d. or characteristic of an ohmic resistor and a filament
resistance affect current lamp
•• Recall and use the equation R = V / I
•• Describe an experiment to determine resistance
using a voltmeter and an ammeter
•• Relate (without calculation) the resistance of a •• Recall and use quantitatively the proportionality
wire to its length and to its diameter between resistance and length, and the inverse
proportionality between resistance and cross-
sectional area of a wire
4.6.3 Transformer
Core Supplement
•• Describe the construction of a basic transformer •• Describe the principle of operation of a
with a soft-iron core, as used for voltage transformer
transformations
•• Recall and use the equation •• Recall and use the equation Ip Vp = Is Vs
(Vp / Vs) = (Np / Ns) (for 100% efficiency)
•• Understand the terms step-up and step-down
•• Describe the use of the transformer in high-
voltage transmission of electricity
•• Give the advantages of high-voltage transmission •• Explain why power losses in cables are lower
when the voltage is high
5 Atomic physics
5.1 The nuclear atom
5.1.1 Atomic model
Core Supplement
•• Describe the structure of an atom in terms of a •• Describe how the scattering of α-particles by
positive nucleus and negative electrons thin metal foils provides evidence for the nuclear
atom
5.1.2 Nucleus
Core Supplement
•• Describe the composition of the nucleus in terms •• State the meaning of nuclear fission and nuclear
of protons and neutrons fusion
•• State the charges of protons and neutrons
•• Use the term proton number Z
•• Use the term nucleon number A
•• Use the term nuclide and use the nuclide •• Balance equations involving nuclide notation
notation A
ZX
•• Use and explain the term isotope
5.2 Radioactivity
5.2.1 Detection of radioactivity
Core
•• Demonstrate understanding of background
radiation
•• Describe the detection of α-particles, β‑particles
and γ-rays (β + are not included: β-particles will
be taken to refer to β –)
5.2.3 Radioative decay
Core Supplement
•• State the meaning of radioactive decay •• Use equations involving nuclide notation to
•• State that during α- or β-decay the nucleus represent changes in the composition of the
changes to that of a different element nucleus when particles are emitted
5.2.4 Half-life
Core Supplement
•• Use the term half-life in simple calculations, •• Calculate half-life from data or decay curves
which might involve information in tables or from which background radiation has not been
decay curves subtracted
Core Assessment
Core candidates take the following papers that have questions based on the Core subject content only:
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment objectives AO1
and AO2.
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Extended Assessment
Extended candidates take the following papers that have questions based on the Core and Supplement subject
content:
45 minutes, 40 marks
Forty compulsory multiple-choice items of the four-choice type. This paper tests assessment objectives AO1
and AO2.
Short-answer and structured questions testing assessment objectives AO1 and AO2.
Practical Assessment
All candidates take one practical component from a choice of two:
or
1 hour, 40 marks
Candidates must not use textbooks or any of their course notes in the practical component.
Questions in the practical papers are structured to assess performance across the grade range A* to G. The
information candidates need to answer the questions is in the question paper itself or the experimental context and
skills listed below. The questions do not assess specific syllabus content.
Experimental skills tested in Paper 5 Practical Test and Paper 6 Alternative to Practical
Candidates may be asked questions on the following experimental contexts:
•• measurement of physical quantities such as length or volume or force
•• cooling and heating
•• springs and balances
•• timing motion or oscillations
•• electric circuits
•• optics equipment such as mirrors, prisms and lenses
•• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.
•• explain the manipulation of the apparatus to obtain observations or measurements, for example:
–– when determining a derived quantity, such as the extension per unit load for a spring
–– when testing/identifying the relationship between two variables, such as between the p.d. across a wire
and its length
–– when comparing physical quantities, such as two masses using a balancing method
•• make estimates or describe outcomes which demonstrate their familiarity with an experiment, procedure or
technique
•• take readings from an appropriate measuring device or from an image of the device (for example thermometer,
rule, protractor, measuring cylinder, ammeter, stop-watch), including:
–– reading analogue and digital scales with accuracy and appropriate precision
–– interpolating between scale divisions when appropriate
–– correcting for zero errors, where appropriate
•• plan to take a sufficient number and range of measurements, repeating where appropriate to obtain an average
value
•• describe or explain precautions taken in carrying out a procedure to ensure safety or the accuracy of
observations and data, including the control of variables
•• identify key variables and describe how, or explain why, certain variables should be controlled
•• record observations systematically, for example in a table, using appropriate units and to a consistent and
appropriate degree of precision
•• process data, using a calculator where necessary
•• present and analyse data graphically, including the use of best-fit lines where appropriate, interpolation and
extrapolation, and the determination of a gradient, intercept or intersection
•• draw an appropriate conclusion, justifying it by reference to the data and using an appropriate explanation
•• comment critically on a procedure or point of practical detail and suggest an appropriate improvement
•• evaluate the quality of data, identifying and dealing appropriately with any anomalous results
•• identify possible causes of uncertainty, in data or in a conclusion
•• plan an experiment or investigation including making reasoned predictions of expected results and suggesting
suitable apparatus and techniques.
The best way to prepare candidates for these papers is to integrate practical work fully into the course so that it
becomes a normal part of your teaching. Practical work helps candidates to:
•• develop a deeper understanding of the syllabus topics
•• learn to appreciate the way in which scientific theories are developed and tested
•• develop experimental skills and positive scientific attitudes such as objectivity, integrity, cooperation,
enquiry and inventiveness.
Apparatus list
This list contains the items you will need for teaching the experimental skills needed for both practical papers, as
well as the Paper 5 exam. It is not exhaustive and does not include equipment commonly regarded as standard
in a physics laboratory. The Confidential Instructions we send you before the Paper 5 exam will give the detailed
requirements for the exam.
1 Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required.
2
What do you understand by/What is meant by (the term(s) … ) normally implies that a definition should be given,
together with some relevant comment on the significance or context of the term(s) concerned, especially
where two or more terms are included in the question. The amount of supplementary comment intended
should be interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can readily
be obtained ‘by inspection’).
4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified this should not be exceeded.
5 (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of
asking candidates to give reasons. The candidate needs to leave the examiner in no doubt why something
happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points.
Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict implies that the candidate is expected to make a prediction not by recall but by making a logical
connection between other pieces of information.
10 Deduce implies that the candidate is not expected to produce the required answer by recall but by making a
logical connection between other pieces of information.
11 Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in physics there
are several examples of energy resources from which electricity, or other useful forms of energy, may be
obtained), or to imply that candidates are expected to apply their general knowledge of the subject to a ‘novel’
situation, one that may be formally ‘not in the syllabus’ – many data response and problem-solving questions
are of this type.
12 Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13 Calculate is used when a numerical answer is required. In general, working should be shown, especially where
two or more steps are involved.
14 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g. length using a rule, or mass using a balance).
15 Determine often implies that the quantity concerned cannot be measured directly but is obtained from a graph
or by calculation.
16 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values of quantities
not otherwise included in the question.
17 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, free-hand drawing is acceptable; nevertheless, care should be taken
over proportions and the clear exposition of important details.
5 Appendix
Electrical symbols
cell switch
battery of cells
or earth or ground
junction of
microphone
conductors
lamp loudspeaker
thermistor ammeter A
light dependent
voltmeter V
resistor
heater galvanometer
transformer OR gate
light-emitting
NOR gate
diode
Candidates should be familiar with the following multipliers: M mega, k kilo, c centi, m milli.
Core Supplement
volume V m3 , cm3
weight W N
impulse Ns
energy E J, kJ, MJ
power P W, kW, MW
atmospheric mm Hg
pressure
temperature θ, T °C
Core Supplement
wavelength λ m, cm
focal length f cm
refractive index n
potential V V, mV
difference/voltage
current I A , mA
e.m.f. E V
resistance R Ω
charge Q C
Associations
CLEAPSS is an advisory service providing support in practical science and technology.
www.cleapss.org.uk
Publications
CLEAPSS Laboratory Handbook, updated 2009 (available to CLEAPSS members only)
CLEAPSS Hazcards, 2007 update of 1995 edition (available to CLEAPSS members only)
UK Regulations
Control of Substances Hazardous to Health Regulations (COSHH) 2002 and subsequent amendment in 2004
www.legislation.gov.uk/uksi/2002/2677/contents/made
www.legislation.gov.uk/uksi/2004/3386/contents/made
Mathematical requirements
Calculators may be used in all parts of the examination.
Presentation of data
The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s for
time in seconds.
(a) Tables
•• Each column of a table should be headed with the physical quantity and the appropriate unit, e.g. time / s.
•• The column headings of the table can then be directly transferred to the axes of a constructed graph.
(b) Graphs
•• Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis) and
the dependent variable plotted on the y-axis (vertical axis).
•• Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
•• Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be
used in both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5
units of the variable.
•• The graph is the whole diagrammatic presentation, including the best-fit line when appropriate. It may
have one or more sets of data plotted on it.
•• Points on the graph should be clearly marked as crosses (×) or encircled dots ().
•• Large ‘dots’ are penalised. Each data point should be plotted to an accuracy of better than one half of each
of the smallest squares on the grid.
•• A best-fit line (trend line) should be a single, thin, smooth straight-line or curve. The line does not need to
coincide exactly with any of the points; where there is scatter evident in the data, Examiners would expect
a roughly even distribution of points either side of the line over its entire length. Points that are clearly
anomalous should be ignored when drawing the best-fit line.
•• The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half
of the length of the best-fit line, and this triangle should be marked on the graph.
(c) Bar charts
•• These are drawn when one of the variables is not numerical.
(d) Numerical results
•• Data should be recorded so as to reflect the precision of the measuring instrument.
•• The number of significant figures given for calculated quantities should be appropriate to the least number
of significant figures in the raw data used.
ICT opportunities
In order to play a full part in modern society, candidates need to be confident and effective users of ICT. This
syllabus provides candidates with a wide range of opportunities to use ICT in their study of physics.
•• Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
will be printed without commas. A space will be left between each group of three whole numbers, e.g. 4 256 789.
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/examsofficers
Cambridge IGCSE, Cambridge IGCSE (9–1) and Cambridge O Level syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as ‘administrative
zones’. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Retakes
Candidates can retake the whole qualification as many times as they want to. This is a linear qualification so
candidates cannot re-sit individual components.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Language
This syllabus and the related assessment materials are available in English only.
A* is the highest and G is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade G. ‘Ungraded’ is reported on the statement of results but not on the certificate. In
specific circumstances your candidates may see one of the following letters on their statement of results:
•• Q (result pending)
•• X (no result)
•• Y (to be issued)
These letters do not appear on the certificate.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge IGCSE Physics will be published after the first assessment of the IGCSE in 2020.
Find more information at www.cambridgeinternational.org/igcse
From 2020 this syllabus will no longer be regulated by the qualifications and examinations regulator in England,
Wales and Northern Ireland.
Changes to the syllabus and specimen papers reflect the change in regulated status. There are no other changes to
the syllabus or specimen assessment material.
The syllabus and specimen papers have been updated with the new name for Cambridge Assessment International
Education.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Any textbooks endorsed to support the syllabus for examination from 2016 are still suitable for use
with this syllabus.
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For examination from 2020
SPECIMEN PAPER
45 minutes
Additional materials: Multiple choice answer sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate answer sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
A density
B energy
C pressure
D weight
Which measuring technique would not improve the accuracy of the measurement?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
4 An astronaut in an orbiting spacecraft experiences a force due to gravity. This force is less than
when she is on the Earth’s surface.
Compared with being on the Earth’s surface, how do her mass and her weight change when she
goes into orbit?
A decreases decreases
B decreases unchanged
C unchanged decreases
D unchanged unchanged
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
6 An experiment is carried out to measure the extension of a rubber band for different loads.
7 Which statement about an object moving in a straight line through air is correct?
8 The diagram shows a balance being used to find the weight of a baby. The weight of the basket
can be ignored.
At equilibrium, the pivot is nearer to the 40 N balancing weight than to the baby.
centre of mass
of beam
pivot
40 N
baby
basket
A less than 40 N
B 40 N
C more than 40 N
D impossible to tell without a scale on the beam
A B C D
M M M M
10 A ball is dropped on to a hard surface and bounces. It does not bounce all the way back to where
it started, and so has not regained all of its original gravitational potential energy.
ball dropped
from here
ball bounces
to here
hard surface
A hydroelectric
B nuclear fission
C tides
D waves
12 Two farmers use an electrically powered elevator to lift bales of hay. All the bales of hay have the
same mass.
bale of hay
elevator
As sunset approaches, they increase the speed of the elevator so that more bales are lifted up in
a given time.
How does this affect the work done in lifting each bale and the useful output power of the
elevator?
A increases decreases
B increases increases
C no change decreases
D no change increases
13 A dam across a lake is divided into two sections by a rock. Section X is longer than section Y but
the two sections are otherwise identical. The water in the lake by the dam is the same depth
everywhere. The diagram shows a view from above of the lake and the dam.
section X of dam
water in
lake
rock
section Y of dam
The water creates a total force on each section of the dam and an average pressure on each
section of the dam.
14 The diagram shows a simple mercury barometer alongside a mercury manometer. The
manometer contains some trapped gas.
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury
15 The diagrams show two swimming pools. One contains fresh water and the other contains salt
water. Salt water is more dense than fresh water.
A C
B D
fresh water (less dense) salt water (more dense)
16 Very small pollen grains are suspended in a beaker of water. A bright light shines from the side.
Small, bright dots of light are seen through a microscope. The dots move in rapidly changing,
random directions.
eye
microscope
light
pollen grains
in water
What happens to the average speed of the gas molecules and to the pressure of the gas in the
cylinder as the temperature of the gas rises?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
18 A pool of water evaporates. As molecules escape, the temperature of the water left in the pool
changes.
From where do the molecules escape and what is the effect on the temperature of the water in
the pool?
19 An engineer wants to fix a steel washer on to a steel rod. The rod is just too big to fit into the hole
of the washer.
20 The diagram shows some ice being used to lower the temperature of some warm water.
ice
warm water
glass
What is the main process by which the water at the bottom of the glass becomes cool?
A condensation
B conduction
C convection
D radiation
B D
A
23 The diagrams show water waves that move more slowly after passing into shallow water.
A B
fast slow fast slow
C D
fast slow fast slow
24 The diagram shows a ray of light incident on the edge of a piece of glass. The angle i is greater
than the critical angle.
Which arrow shows the direction of the ray after it leaves the edge of the glass?
normal
ray of
D
light
i
glass
air
C
A
B
25 In the diagram, the distance OP is the focal length of the converging lens. One ray of light from O
is shown.
Through which point will this ray pass, after refraction by the lens?
converging lens
A
O P D B
26 Light from the Sun passes through a prism and a spectrum is produced on a screen.
screen
narrow slit
light from X
red
the Sun
violet
A infra-red
B microwave
C ultraviolet
D visible light
27 An echo-sounder on a ship produces a pulse of sound. The echo is received by the echo-sounder
after two seconds.
ship
echo-sounder
sea bed
A 2 Hz B 10 Hz C 2 kHz D 30 kHz
power supply
metal
coil
Which metal and which power supply are used to make a permanent magnet?
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
31 A circuit is set up to determine the resistance of a resistor R. The meter readings are 2.0 A and
3.0 V.
A
V
32 A student uses a length of wire as a resistor. He makes a second resistor from the same material.
To be certain of making a second resistor of higher resistance, he should use a piece of wire that
is
33 The circuit diagram shows a thermistor in a potential divider. A voltmeter is connected across the
thermistor.
The graph shows how the resistance of the thermistor changes with temperature.
resistance
temperature
As the thermistor becomes warmer, what happens to its resistance and what happens to the
reading on the voltmeter?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
The time taken to break the circuit depends on the current, as shown in the graph.
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
What happens when the current in the circuit is 2 A and what happens when the current is 18 A?
A the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds
B the circuit breaks in less than 5 seconds the circuit does not break
C the circuit does not break the circuit breaks in less than 5 seconds
D the circuit does not break the circuit does not break
35 A transformer has 50 turns on its primary coil and 100 turns on its secondary coil. An alternating
voltage of 25.0 V is connected across the primary coil.
25.0 V
36 A wire perpendicular to the page carries an electric current in a direction out of the page. There
are four compasses near the wire.
Which compass shows the direction of the magnetic field caused by the current?
B
A C
wire with
current out
of page
37 A wire is placed between the poles of a horseshoe magnet. There is a current in the wire in the
direction shown, and this causes a force to act on the wire.
magnet
current
N
wire S
force
Three other arrangements, P, Q and R, of the wire and magnet are set up as shown.
P Q R
S N S
N S N
Which arrangement or arrangements will cause a force in the same direction as the original
arrangement?
38 The diagram shows the paths of three different types of radiation, X, Y and Z.
2 mm of 10 mm of 50 mm
plastic aluminium of lead
X Y Z
17 Cl .
37
39 A particular nuclide has the symbol
A 0 mg B 40 mg C 100 mg D 200 mg
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen
Question Question
Key Key
Number Number
1 D 21 B
2 C 22 C
3 B 23 C
4 C 24 D
5 B 25 A
6 B 26 A
7 C 27 B
8 A 28 C
9 C 29 D
10 D 30 B
11 B 31 B
12 D 32 B
13 A 33 A
14 D 34 C
15 D 35 B
16 B 36 C
17 D 37 D
18 C 38 B
19 D 39 B
20 C 40 C
PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen
Question Question
Key Key
Number Number
1 A 21 A
2 B 22 C
3 B 23 C
4 C 24 C
5 B 25 D
6 B 26 D
7 B 27 B
8 C 28 D
9 A 29 B
10 C 30 B
11 C 31 C
12 D 32 C
13 A 33 A
14 A 34 C
15 D 35 B
16 B 36 A
17 D 37 D
18 D 38 A
19 C 39 D
20 A 40 C
PHYSICS 0625/03
Paper 3 Theory (Core) For examination from 2020
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the question paper.
No additional materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
1 Fig. 1.1 shows how the speed of an object varies during a period of 30 s.
40
speed
m/s
30
20
10
0
0 10 20 30
time / s
Fig. 1.1
(b) Describe what, if anything, is happening to the speed during the period 10 s to 25 s.
[1]
distance = m [3]
[Total: 9]
Fig. 2.1
(b) Tick the box below that describes the motion of the car.
remains at rest
[1]
(c) Later, the car is moving forwards and the frictional forces suddenly increase to 2500 N.
The forwards force remains constant at 2000 N.
[2]
(d) Suggest what might have caused the frictional forces in (c) to increase.
[1]
[Total: 5]
3 (a) In a laboratory experiment to find the centre of mass of a triangular piece of plastic, the
plastic is freely suspended first from point A and then from point B, as shown in Figs. 3.1 and
3.2.
B B
A
E
D D
E
C
C
(i) What piece of apparatus might be used to determine the vertical lines from A and
from B?
[1]
(ii) On Fig. 3.3 below, draw construction lines to find the position of the centre of mass of
the piece of plastic. Label this point clearly with the letter G.
C
B D
Fig. 3.3
[2]
weight = N [3]
[Total: 6]
[1]
(b) A warehouse worker is about to close a large door, as shown in Fig. 4.1.
A
B
Fig. 4.1
(i) State, with a reason, which of the two positions, A or B, will enable him to close the door
with least force.
[1]
(ii) On another occasion, with the door in the position shown in Fig. 4.1, two workers each
push on the door with the same force at the same time. One worker pushes at A, from
the side seen in Fig. 4.1. The other worker pushes at B, from the other side of the door.
Which way does the door move, if at all? Tick one box.
[Total: 3]
5 A student gently heats a sample of solid wax in a test-tube, as shown in Fig. 5.1. The
temperature of the wax is measured every minute.
solid wax
heating
Fig. 5.1
(a) Describe the structure of the solid wax in terms of the arrangement and motion of the wax
molecules.
[2]
time / minutes 0 1 2 3 4 5 6 7 8 9 10
temperature / °C 35 40 45 49 50 50 50 50 50 53 56
Use the data to describe and explain what is happening to the wax during this period.
[5]
[Total: 7]
6 The owner of a small factory suggests installing a wind turbine to generate some of the electricity
needed by the factory.
[1]
(b) Discuss three of the factors that the owner will need to consider when deciding whether to
install a wind turbine.
[4]
[Total: 5]
7 Fig. 7.1 shows a stationary pole vaulter holding a straight pole. Fig. 7.2 shows him during the
vault with the pole bent.
(a) Identify the energy changes that have taken place, for the pole vaulter and for the pole,
between the situations shown in Figs. 7.1 and 7.2. State the evidence for these changes.
[4]
(b) The pole vaulter releases the pole and clears the bar.
Explain how the principle of conservation of energy applies as he falls from his maximum
height.
[2]
[Total: 6]
8 A man looks at his reflection in a vertical mirror. This is shown from the side in Fig. 8.1.
Fig. 8.1
(a) On Fig. 8.1, accurately mark with a clear cross where the image of the tip A of the man’s
beard will be. Label the cross B. [2]
(b) On Fig. 8.1, accurately draw a ray from the tip of the man’s beard that reflects from the mirror
and goes into his eye. Use arrows to show the direction of the ray. [2]
(c) On Fig. 8.1, mark the angles of incidence and reflection at the mirror using the letters i and r.
[1]
[Total: 5]
Fig. 9.1
(a) Two of the regions have not been named in Fig. 9.1.
In the two boxes below the spectrum, write the names of these regions. [2]
(b) Write “long wavelength” next to the long wavelength end of the electromagnetic spectrum. [1]
(c) State one use for the radiation of each of the following regions.
infra-red
γ-rays
[2]
[Total: 5]
150 Ω
12 V
200 Ω
Fig. 10.1
current = [4]
p.d. = V [2]
(iii) Draw on Fig. 10.1 to suggest how the circuit may be modified so that the brightness of
the lamp can be controlled. [1]
12 V
150 Ω 200 Ω
Fig. 10.2
(i) What word is used to describe this new arrangement of the components?
[1]
(ii) Predict and explain how the brightness of the lamp compares to the lamp in Fig. 10.1.
[2]
[Total: 10]
N S
Fig. 11.1
(i) Carefully draw on Fig. 11.1 to show the pattern and direction of magnetic field lines
around the magnet. [2]
[1]
(b) An iron bar has many turns of wire wrapped around it, as shown in Fig. 11.2. The wire is
connected to an alternating current supply. Some more wire is made into a flat coil and
connected across a low voltage lamp.
low voltage
lamp
iron bar
flat coil
alternating
current
supply
Fig. 11.2
(i) Explain how alternating current (a.c.) is different from direct current (d.c.).
[1]
(ii) When the flat coil is held close to the end of the iron bar, the lamp glows.
[3]
[Total: 7]
[2]
(b) Fig. 12.1 shows two samples of the same radioactive substance. The substance emits
β-particles.
Fig. 12.1
Put a tick alongside any of the following quantities which is the same for both samples.
the half-life
the mass
(c) Fig. 12.2 shows the decay curve for a particular radioactive substance.
2500
count rate
counts / min
2000
1500
1000
500
0
0 1 2 3 4 5
time / minutes
Fig. 12.2
(i) Select and use numbers from the graph to deduce the half-life of the radioactive
substance.
(ii) Predict the value of the count rate at a time of 6 minutes from the start of the
measurements. Show your working.
(d) People handling radioactive substances need to take certain safety precautions.
[2]
(ii) State two safety precautions used by people handling radioactive substances.
1.
2.
[2]
[Total: 12]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/03
Paper 3 Theory (Core) For examination from 2020
MARK SCHEME
Maximum Mark: 80
Specimen
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
(ii) 0 (m / s) [1]
(c) area of triangle OR area under graph OR appropriate equation of motion [1]
½ × 30 × 5 [1]
75 (m) [1]
3 (a) (i) plumb-line (name or description) OR set-square and (horiz.) bench OR spirit level [1]
(b) (i) A AND idea of bigger distance from hinge / pivot [1]
5 (a) (molecules) close together / touching / strong forces holding molecules together [1]
(molecules) vibrate / are not free to move around [1]
6 (a) less pollution / reduced carbon (dioxide) emissions (compared to fossil fuels) OR other
environmental reason [1]
valid discussion of at least one factor from list above, linking it to the decision [1]
(b) total energy remains constant (note: can be implied by second mark) [1]
gravitational potential energy lost = kinetic energy gained (+ thermal energy / heating) [1]
(b) incident ray from beard tip to mirror and reflected ray along line from eye to cross B or
angles of incidence and reflection are approximately the same [1]
arrows from beard to eye [1]
10 (a) (i) 150 + 200 or 350 (Ω) seen or implied by correct final answer [1]
use of I = V/R in any form or 12/candidate’s resistance seen or 12/350 implied by correct
answer [1]
0.034 to at least 2 sig. figs. [1]
A or mA as appropriate [1]
11 (a) (i) at least two continuous loops either side of magnet, from one pole to the other [1]
at least one arrow, not contradicted, showing direction N to S [1]
(ii) magnet which operates when there is a current OR coil wrapped round iron bar [1]
(b) (i) alternating current changes direction OR direct current is in one direction only [1]
(c) (i) clear statement of start point (can be inferred from markings on graph) [1]
clear halving [1]
2 minutes [1]
PHYSICS 0625/04
Paper 4 Theory (Extended) For examination from 2020
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the question paper.
No additional materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.
The graph shows how the speed of the car changes as the car passes through a small town.
35
D
30
speed
m/s
A
25
enters leaves
20 town town
here here
15
B C
10
0
0 10 20 30 40 50 60 70
time / s
Fig. 1.1
(a) Calculate the distance between the start of the town and the end of the town.
distance = [3]
acceleration = [3]
(c) State how the graph shows that the deceleration of the car has the same numerical value as
its acceleration.
[1]
[Total: 7]
2 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a
motor.
conveyor belt
package
motor
Fig. 2.1
Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is
raised through a vertical height of 2.4 m.
(b) The package is raised through the vertical height of 2.4 m in 4.4 s.
power = [2]
(c) The electrical power supplied to the motor is much greater than the answer to (b).
[2]
(d) Assume that the power available to raise packages is constant. A package of mass greater
than 36 kg is raised through the same height.
Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.
[3]
[Total: 9]
3 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in
Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.
moving engine
stationary truck
track
Fig. 3.1
Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg.
(a) Calculate the momentum of the toy engine before the collision.
momentum = [2]
Using the principle of conservation of momentum, calculate the speed of the joined engine
and truck immediately after the collision.
speed = [3]
[Total: 5]
BLANK PAGE
4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of the
solar panel.
sunlight
trapped
air copper pipe,
painted black
water
glass sheet
Fig. 4.1
A pump makes water flow through the copper pipes. The water is heated by passing through the
solar panel.
(a) Select and explain three features of the solar panel that maximise the final temperature of
the water.
[4]
(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this
water rises from 16 °C to 38 °C.
The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity
of water is 4200 J / (kg °C).
Calculate the energy incident on the solar panel during that day.
energy = [4]
List and explain three pieces of information she needs to consider in order to make her
decision.
[4]
[2]
[Total: 14]
gas cylinder
100 cm
Fig. 5.1
At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the
pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2.
[1]
(ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the
cylinder.
[2]
(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The
temperature of the gas is unchanged.
pressure = [2]
(ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.
[2]
[Total: 7]
6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.
barrier
Fig. 6.1
(a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.
[2]
(b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s.
frequency = [2]
(c) State what happens, if anything, to the frequency of the wave as it passes through the gap.
[1]
(d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals but
not pick up high frequency radio signals when the car is travelling behind a hill.
[2]
[Total: 7]
7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.
6.0 V
X
A
heater
Fig. 7.1
name
purpose
[1]
(b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this
voltage.
By considering the current in the heater, calculate the resistance of component X when there
is the correct potential difference across the heater.
resistance = [5]
(c) Some time after the heater is switched on, the ammeter reading is seen to have decreased.
[2]
[Total: 8]
temperature
sensor
relay lamp
B
A
light
sensor
Fig. 8.1
The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The
output of the light sensor is high (logic 1) when it detects raised light levels.
The lamp is lit when the input to the relay is high (logic 1).
output of output of
output of A output of B
light sensor temperature sensor
0 0
0 1
1 0
1 1
[2]
[1]
(c) Suggest why B is connected to a relay, rather than directly to the lamp.
[2]
[Total: 5]
9 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is
held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered
with metal paint and is uncharged.
nylon thread
light
table-tennis ball
covered with metal
paint
positively
charged rod
Fig. 9.1
(a) Describe what happens to the charges in the metal paint on the ball as the positively charged
rod is brought close to the ball.
[1]
[2]
[1]
[Total: 4]
10 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic
field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.
lead
screen
3 cm
Fig. 10.1
Radiation detectors are placed at A, B and C. They give the following readings:
A B C
The radioactive source is then completely removed, and the readings become:
A B C
From the data given for positions A, B and C, deduce the type of emissions coming from the
radioactive source. Explain your reasoning.
[7]
[Total: 7]
11 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin
gold foil.
Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the
paths of three α-particles directed at the foil.
Fig. 11.1
(b) (i) State the result of the experiment that shows that an atom consists of a very tiny,
charged core, containing almost all the mass of the atom.
[1]
(ii) State the sign of the charge on this core. ...................................................................... [1]
(iii) State what occupies the space between these charged cores.
[1]
protons =
neutrons = [1]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/04
Paper 4 Theory (Extended) For examination from 2020
MARK SCHEME
Maximum Mark: 80
Specimen
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
(b) (P =) E/t in any form, words, symbols or numbers OR 864 / 4.4 [1]
196 W OR J / s (2 or 3 sig. figs.) [1]
(c) evidence that candidate understands the principle of energy conservation, expressed in
words or as an equation (e.g. total energy is constant OR initial energy = final energy) or
implied by statement accounting for difference [1]
some energy is dissipated into the surroundings OR difference due to increase in internal
energy/heating/thermal energy (of belt, motor, surroundings) owtte
note: do not accept kinetic energy / sound / friction if no mention of heating [1]
(b) 38 – 16 OR 22 [1]
mcθ OR 250 × 4200 × candidate’s temperature difference [1]
2.31 × 107 (J) e.c.f. from previous line [1]
9.24 × 107 J OR e.c.f. from previous line × 4 correctly evaluated [1]
no unit penalty if J seen anywhere in (b) clearly applied to an energy
(c) valid explanation relating to at least one of the reasons below: [1]
note: if no explanation, this mark is not awarded even if more than three reasons are
given
(ii) collisions with walls/rebounding causes change in momentum (of molecules) [1]
force is rate of change of momentum / force needed to change momentum [1]
(b) (i) p1V1 = p2V2 OR 300 × 100 (× 0.12) = p2 × 0.40 (× 0.12) [1]
(d) low frequency signals have longer wavelength (than high frequency signals) OR
high frequency signals have shorter wavelength [1]
9 (a) electrons / negative charges move towards the rod / to R (ignore just “attracted”)
ignore any mention of positive charges moving
any mention of positive electrons = 0 [1]
10 γ rays [1]
(γ rays) detected at B [1]
(γ rays) not deflected by field / not charged [1]
charged particles / β particles (accept α for charged particles) [1]
β particles detected at C [1]
reference to direction of deflection / LH rule [1]
no α-particles OR only background detected at A [1]
PHYSICS 0625/05
* 0 1 2 3 4 5 6 7 8 9 *
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
1 In this experiment, you will determine the mass of a load using a balancing method.
mass m d load X
50.0 cm mark
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. Do
not move this load.
(a) • Place a mass of 40 g on the rule and adjust its position so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in
Fig. 1.1.
• Record in Table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark
on the rule.
• Repeat the steps above using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five
sets of readings. Record the readings in the table.
1
• For each value of d calculate and enter the values in the table.
d
Table 1.1
m/g d / cm 1 1
d cm
40
50
60
70
80
[3]
(b) State how you overcame one difficulty you had in obtaining accurate results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
1 1
(c) Plot a graph of m / g (y-axis) against (x-axis).
d cm
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ..................................................... [1]
G
(e) Determine the mass µ, in grams, of the load X. Use the equation µ = .
40.0
µ = ................................................... g [1]
[Total: 11]
2 In this experiment, you will investigate the effect of a layer of cotton wool on the cooling of water in
a test-tube.
(a) Carry out the following instructions referring to Fig. 2.1. You are provided with a supply of hot
water.
thermometer
water
test-tube
Fig. 2.1
• Pour hot water into the test-tube until it is about two thirds full of water. Place the
thermometer in the water.
• When the thermometer reading stops rising, measure the temperature θ of the water in the
test-tube and immediately start the stopclock. Record θ in Table 2.1 at time t = 0 s.
• Record in the table the temperature θ of the water every 30 s until you have a total of
seven readings.
• Remove the thermometer and pour away the water from the test-tube. Wrap the cotton
wool around the test-tube and secure it with the elastic bands. Repeat the steps above.
• Complete the time and temperature column headings in the table.
Table 2.1
(b) Write a conclusion to this investigation, stating in which experiment the cooling was more
rapid. Explain your answer by reference to your readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Discuss the quality of your results, and suggest two improvements to the experiment which
would allow a more certain conclusion to be drawn.
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(d) This experiment is being carried out by students in many different countries, using identical
apparatus.
Suggest two differences in the conditions in the various laboratories that might lead to
differences in their results.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]
3 In this experiment, you will investigate the effect of the length of resistance wire in a circuit on the
potential difference across a lamp.
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) • Switch on and place the sliding contact C on the resistance wire at a distance
l = 0.150 m from end A. Record the value of l and the potential difference V across the
lamp in Table 3.1. Switch off.
• Repeat the instructions above using four different values of l to give a good range of data.
Record all the values of l and V in Table 3.1.
Table 3.1
l/m V/V
[4]
(c) How does increasing length l affect the brightness of the lamp?
............................................................................................................................................. [1]
(d) A student suggests that the potential difference V across the lamp is directly proportional to
the length l of resistance wire in the circuit.
State whether you agree with this suggestion. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
[2]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat readings
may be slightly different from those you recorded in Table 3.1.
...................................................................................................................................................
............................................................................................................................................. [1]
(f) State one safety precaution that you would take when carrying out experiments like this with
resistance wires.
............................................................................................................................................. [1]
[Total: 11]
Plan an experiment to investigate how the quantity of water in a plastic bottle affects its stability.
The plastic bottle holds up to 2000 cm3 of water and has a height of 42 cm.
A diagram is not required, but you may add to Fig. 4.1, or draw your own diagram, if it helps to
explain your plan.
plastic bottle
water
Fig. 4.1
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
.......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included,
the publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/05
Paper 5 Practical Test For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
1 (a) table:
5 d values in cm (all < 50), recorded to nearest mm [1]
d values 30.0, 24.0, 20.0, 17.1, 15.0 each to ± 1.0 cm [1]
1/d values correct (note: at least 2 significant figures) [1]
(c) graph:
axes labelled with quantity and unit [1]
scales suitable, plots occupying at least half grid [1]
plots all correct to ½ square (take centre of plot if large) [1]
well-judged thin line (≤ ½ square) [1]
(d) triangle method used and shown (any indication on graph) using at least half line (can
be seen in calculation) [1]
2 (a) table:
t in s, both θ in ºC (words or symbols) [1]
both tubes temperatures decreasing and to consistent precision [1]
both tubes temperatures decreasing at decreasing rate [1]
(b) statement matches readings (expect tube without cotton wool cooled most rapidly
OR no significant difference) [1]
justified by reference to temperature differences and time [1]
relevant science, consistent with readings and conclusion
(e.g. therefore cotton wool is a good/not a good insulator OR most cooling is due to
convection or radiation etc.) [1]
(b) table:
5 l values range at least 50 cm [1]
5 l values range at least 70 cm [1]
V values all < 2.5 V and decreasing with increasing length [1]
all V values to at least 0.1 V and same precision (same no. of decimal places) [1]
4 apparatus:
measuring cylinder/jug OR ruler OR balance (to measure amount of water) [1]
instructions:
method of tilting or applying variable force and measuring point at which bottle topples [1]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately
evenly spaced [1]
graph:
plot of measured variable (angle or height or force) against quantity of water
(volume or height or mass) (accept vice versa) [1]
PHYSICS 0625/06
Paper 6 Alternative to Practical For Examination from 2020
SPECIMEN PAPER
1 hour
Candidates answer on the question paper.
No additional materials are required.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
mass m d load X
50.0 cm mark
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark.
It is not moved during the experiment.
A mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot. Fig. 1.2(a) shows part of
the rule when it is balanced.
The procedure is repeated for a range of masses. Fig. 1.2(b) – (e) shows the rule when balanced
for values of m of 50 g, 60 g, 70 g and 80 g.
pivot
40 g 25 30 35 40 45 50
(a)
20 25 50 g 30 35 40 45 50
(b)
20 25 60 g
30 35 40 45 50
(c)
20 25 30 70 g 35 40 45 50
(d)
20 25 30 80
35 g 40 45 50
(e)
pivot
Fig. 1.2
(a) (i) Use Fig. 1.2 to determine d, the distance between the mass and the pivot at balance, for
each value of m. Record your results in Table 1.1. [3]
Table 1.1
1 1
m/g d / cm
d cm
40
50
60
70
80
(ii) For each value of d, calculate 1 / d and record it in the table. [1]
(b) Describe one difficulty the student might have when carrying out this experiment, and how he
might overcome this difficulty.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
1 1
(c) Plot a graph of m / g (y-axis) against (x-axis).
d cm
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .......................................................... [1]
G
(e) Determine the mass µ, in grams, of the load X. Use the equation µ = .
40.0
µ = ....................................................... g [1]
[Total: 12]
BLANK PAGE
2 A student is investigating the effect of a layer of cotton wool on the cooling of a test-tube of water.
thermometer
water
test-tube
Fig. 2.1
Fig. 2.2
θ R = ........................................................... [1]
(b) A student pours hot water into the test-tube until it is about two thirds full of water and places
the thermometer in the water.
She measures the initial temperature θ of the hot water and immediately starts a stopclock.
Suggest one precaution the student takes to make sure that her temperature reading is as
accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) The student records in Table 2.1 the time t and the temperature θ of the water every 30 s. She
removes the thermometer and pours away the water from the test-tube.
She then wraps cotton wool insulation around the test-tube and repeats the procedure.
Complete the time column and the column headings in Table 2.1.
Table 2.1
(d) Write a conclusion to this investigation, stating in which experiment the cooling is more rapid.
Explain your answer by reference to the readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(e) Discuss the quality of the results, and suggest two improvements to the experiment which
would allow a more certain conclusion to be drawn.
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(f) This experiment is being carried out by students in many different countries, using identical
apparatus.
Suggest two differences in the conditions in the various laboratories that might lead to
differences in their results.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 12]
BLANK PAGE
3 A student is investigating the effect of the length of resistance wire in a circuit on the potential
difference across a lamp.
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) The student switches on and places the sliding contact C on the resistance wire at a distance
l = 0.200 m from end A.
The voltmeter reading is shown in Fig. 3.2.
0 2
Fig. 3.2
Table 3.1
l /m V/V
0.200
0.400 1.43
0.600 1.25
0.800 1.11
1.000 1.00
[1]
(c) The student repeats the procedure using a range of values of l. Table 3.1 shows the readings.
Use the results for the potential difference across the lamp to predict how increasing the
length l affects the brightness of the lamp.
.............................................................................................................................................. [1]
(d) The student suggests that the potential difference V across the lamp is directly proportional to
the length l of resistance wire in the circuit.
State whether you agree with this suggestion. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) State one safety precaution that you would take when carrying out experiments like this with
resistance wires.
.............................................................................................................................................. [1]
[Total: 8]
Plan an experiment to investigate how the quantity of water in a plastic bottle affects its stability.
The plastic bottle holds up to 2000 cm3 of water and has a height of 42 cm.
A diagram is not required, but you may add to Fig. 4.1, or draw your own diagram, if it helps to
explain your plan.
plastic bottle
water
Fig. 4.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) On Fig. 4.1, measure the angle through which the bottle has been tilted.
[Total: 8]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/06
Paper 6 Alternative to Practical For examination from 2020
MARK SCHEME
Maximum Mark: 40
Specimen
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
1 (a) table:
at least 2 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.5 cm
(accept values 50–d) [1]
rule readings subtracted from 50 cm [1]
all 5 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.2 cm [1]
1/d values correct (note: at least 2 significant figures) [1]
(c) graph:
axes labelled with quantity and unit [1]
scales suitable, plots occupying at least half grid [1]
plots all correct to ½ square (take centre of plot if large) [1]
well-judged thin line (≤ ½ square) [1]
(d) triangle method used and shown (any indication on graph) using at least half line
(can be seen in calculation) [1]
(b) table:
1.68 (V) [1]
4 (a) apparatus:
measuring cylinder/jug OR ruler OR balance (to measure amount of water) [1]
protractor OR rule to measure height of raised surface
OR other means of measuring angle of tilt
OR newtonmeter to apply variable force
OR other method of applying quantifiable force [1]
instructions:
method of tilting or applying variable force and measuring point at which bottle topples [1]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately evenly
spaced [1]
graph:
plot of measured variable (angle or height or force) against quantity of water
(volume or height or mass) (accept vice versa) [1]
BLANK PAGE
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For Examination from 2016
SPECIMEN PAPER
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2)
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
A density
B energy
C pressure
D weight
Which measuring technique would not improve the accuracy of the measurement?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
4 An astronaut in an orbiting spacecraft experiences a force due to gravity. This force is less than
when she is on the Earth’s surface.
Compared with being on the Earth’s surface, how do her mass and her weight change when she
goes into orbit?
A decreases decreases
B decreases unchanged
C unchanged decreases
D unchanged unchanged
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
6 An experiment is carried out to measure the extension of a rubber band for different loads.
7 Which statement about an object moving in a straight line through air is correct?
8 The diagram shows a balance being used to find the weight of a baby. The weight of the basket
can be ignored.
At equilibrium, the pivot is nearer to the 40 N balancing weight than to the baby.
centre of mass
of beam
pivot
40 N
baby
basket
A less than 40 N
B 40 N
C more than 40 N
D impossible to tell without a scale on the beam
A B C D
M M M M
10 A ball is dropped on to a hard surface and bounces. It does not bounce all the way back to where
it started, and so has not regained all of its original gravitational potential energy.
ball dropped
from here
ball bounces
to here
hard surface
A hydroelectric
B nuclear fission
C tides
D waves
12 Two farmers use an electrically powered elevator to lift bales of hay. All the bales of hay have the
same mass.
bale of hay
elevator
As sunset approaches, they increase the speed of the elevator so that more bales are lifted up in
a given time.
How does this affect the work done in lifting each bale and the useful output power of the
elevator?
A increases decreases
B increases increases
C no change decreases
D no change increases
13 A dam across a lake is divided into two sections by a rock. Section X is longer than section Y but
the two sections are otherwise identical. The water in the lake by the dam is the same depth
everywhere. The diagram shows a view from above of the lake and the dam.
section X of dam
water in
lake
rock
section Y of dam
The water creates a total force on each section of the dam and an average pressure on each
section of the dam.
14 The diagram shows a simple mercury barometer alongside a mercury manometer. The
manometer contains some trapped gas.
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury
15 The diagrams show two swimming pools. One contains fresh water and the other contains salt
water. Salt water is more dense than fresh water.
A C
B D
fresh water (less dense) salt water (more dense)
16 Very small pollen grains are suspended in a beaker of water. A bright light shines from the side.
Small, bright dots of light are seen through a microscope. The dots move in rapidly changing,
random directions.
eye
microscope
light
pollen grains
in water
What happens to the average speed of the gas molecules and to the pressure of the gas in the
cylinder as the temperature of the gas rises?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
18 A pool of water evaporates. As molecules escape, the temperature of the water left in the pool
changes.
From where do the molecules escape and what is the effect on the temperature of the water in
the pool?
19 An engineer wants to fix a steel washer on to a steel rod. The rod is just too big to fit into the hole
of the washer.
20 The diagram shows some ice being used to lower the temperature of some warm water.
ice
warm water
glass
What is the main process by which the water at the bottom of the glass becomes cool?
A condensation
B conduction
C convection
D radiation
B D
A
23 The diagrams show water waves that move more slowly after passing into shallow water.
A B
fast slow fast slow
C D
fast slow fast slow
24 The diagram shows a ray of light incident on the edge of a piece of glass. The angle i is greater
than the critical angle.
Which arrow shows the direction of the ray after it leaves the edge of the glass?
normal
ray of
D
light
i
glass
air C
A
B
25 In the diagram, the distance OP is the focal length of the converging lens. One ray of light from O
is shown.
Through which point will this ray pass, after refraction by the lens?
converging lens
A
O P D B
26 Light from the Sun passes through a prism and a spectrum is produced on a screen.
screen
narrow slit
light from X
red
the Sun
violet
A infra-red
B microwave
C ultraviolet
D visible light
27 An echo-sounder on a ship produces a pulse of sound. The echo is received by the echo-sounder
after two seconds.
ship
echo-sounder
sea bed
A 2 Hz B 10 Hz C 2 kHz D 30 kHz
power supply
metal
coil
Which metal and which power supply are used to make a permanent magnet?
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
31 A circuit is set up to determine the resistance of a resistor R. The meter readings are 2.0 A and
3.0 V.
A
V
32 A student uses a length of wire as a resistor. He makes a second resistor from the same material.
To be certain of making a second resistor of higher resistance, he should use a piece of wire that
is
33 The circuit diagram shows a thermistor in a potential divider. A voltmeter is connected across the
thermistor.
The graph shows how the resistance of the thermistor changes with temperature.
resistance
temperature
As the thermistor becomes warmer, what happens to its resistance and what happens to the
reading on the voltmeter?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
The time taken to break the circuit depends on the current, as shown in the graph.
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
What happens when the current in the circuit is 2 A and what happens when the current is 18 A?
A the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds
B the circuit breaks in less than 5 seconds the circuit does not break
C the circuit does not break the circuit breaks in less than 5 seconds
D the circuit does not break the circuit does not break
35 A transformer has 50 turns on its primary coil and 100 turns on its secondary coil. An alternating
voltage of 25.0 V is connected across the primary coil.
25.0 V
36 A wire perpendicular to the page carries an electric current in a direction out of the page. There
are four compasses near the wire.
Which compass shows the direction of the magnetic field caused by the current?
B
A C
wire with
current out
of page
37 A wire is placed between the poles of a horseshoe magnet. There is a current in the wire in the
direction shown, and this causes a force to act on the wire.
magnet
current
N
wire S
force
Three other arrangements, P, Q and R, of the wire and magnet are set up as shown.
P Q R
S N S
N S N
Which arrangement or arrangements will cause a force in the same direction as the original
arrangement?
38 The diagram shows the paths of three different types of radiation, X, Y and Z.
2 mm of 10 mm of 50 mm
plastic aluminium of lead
X Y Z
37
39 A particular nuclide has the symbol 17 Cl .
A 0 mg B 40 mg C 100 mg D 200 mg
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/01
Paper 1 Multiple Choice (Core) For Examination from 2016
SPECIMEN MARK SCHEME
45 minutes
MAXIMUM MARK: 40
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 D 21 B
2 C 22 C
3 B 23 C
4 C 24 D
5 B 25 A
6 B 26 A
7 C 27 B
8 A 28 C
9 C 29 D
10 D 30 B
11 B 31 B
12 D 32 B
13 A 33 A
14 D 34 C
15 D 35 B
16 B 36 C
17 D 37 D
18 C 38 B
19 D 39 B
20 C 40 C
PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For Examination from 2016
SPECIMEN PAPER
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
Soft pencil (type B or HB is recommended)
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2)
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
A impulse
B moment
C power
D work done
What is the direction of her motion, and what is the direction of her acceleration, immediately
after she opens her parachute?
A downwards downwards
B downwards upwards
C upwards downwards
D upwards upwards
4 An astronaut in an orbiting spacecraft experiences a force due to gravity. This force is less than
when she is on the Earth’s surface.
Compared with being on the Earth’s surface, how do her mass and her weight change when she
goes into orbit?
A decreases decreases
B decreases unchanged
C unchanged decreases
D unchanged unchanged
cm3 cm3
50 50
40 measuring 40
cylinder
30 30
liquid
20 20
10 balance 10
g g
6 An experiment is carried out to measure the extension of a rubber band for different loads.
7 The diagram shows a satellite that is moving at a uniform rate in a circular orbit around the Earth.
8 Which statement about an object moving in a straight line through air is correct?
9 A beam pivoted at one end has a force of 5.0 N acting vertically upwards on it as shown. The
beam is in equilibrium.
5.0 N
2.0 cm 3.0 cm
pivot
weight
of beam
A 6 kJ
B 12 kJ
C 72 kJ
D 144 kJ
11 Which diagram shows two forces X and Y with their resultant force?
resultant
resultant
Y
X Y
X
A B
resultant
resultant
Y X
Y
C D
12 A ball is dropped on to a hard surface and bounces. It does not bounce all the way back to where
it started, and so has not regained all of its original gravitational potential energy.
ball dropped
from here
ball bounces
to here
hard surface
13 The Sun is the original source of energy for many of our energy resources.
A geothermal
B hydroelectric
C waves
D wind
14 A dam across a lake is divided into two sections by a rock. Section X is longer than section Y but
the two sections are otherwise identical. The water in the lake by the dam is the same depth
everywhere. The diagram shows a view from above of the lake and the dam.
section X of dam
water in
lake
rock
section Y of dam
The water creates a total force on each section of the dam and an average pressure on each
section of the dam.
15 The diagram shows a simple mercury barometer alongside a mercury manometer. The
manometer contains some trapped gas.
cm
90
vacuum
80
70
trapped
gas
60
50
76 cm 40
mercury
30
20
10
A 10 cm of mercury
B 50 cm of mercury
C 66 cm of mercury
D 86 cm of mercury
16 Very small pollen grains are suspended in a beaker of water. A bright light shines from the side.
Small, bright dots of light are seen through a microscope. The dots move in rapidly changing,
random directions.
eye
microscope
light
pollen grains
in water
What happens to the average speed of the gas molecules and to the pressure of the gas in the
cylinder as the temperature of the gas rises?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
18 The diagram shows four beakers A, B, C and D. The beakers contain different amounts of the
same liquid at the same temperature. The beakers are left next to each other on a laboratory
bench overnight. The diagrams are all drawn to the same scale.
A B C D
19 Which line in the table shows the relative expansion of the three states of matter from the most
expansion to the least expansion?
liquid liquid
thread
He has a block of copper and an electrical heater. He knows the power of the heater.
A key
B = needed
C = not needed
D
The graph shows how the temperature of the substance changes with time.
temperature
/ °C
0
0 100 300 time / s
A 20 000 J / kg
B 30 000 J / kg
C 500 000 J / kg
D 750 000 J / kg
23 The diagram shows some ice being used to lower the temperature of some warm water.
ice
warm water
glass
What is the main process by which the water at the bottom of the glass becomes cool?
A condensation
B conduction
C convection
D radiation
24 The diagrams show water waves that move more slowly after passing into shallow water.
A B
fast slow fast slow
C D
fast slow fast slow
25 The diagram shows a ray of monochromatic light passing through a semi-circular glass block.
incident reflected
ray glass ray
air
The diagram represents three rays from the top of O passing through the lens.
Which type of image is produced by the lens when the object O is in this position?
27 An echo-sounder on a ship produces a pulse of sound. The echo is received by the echo-sounder
after two seconds.
ship
echo-sounder
sea bed
power supply
metal
coil
Which metal and which power supply are used to make a permanent magnet?
A iron 6 V a.c.
B iron 6 V d.c.
C steel 6 V a.c.
D steel 6 V d.c.
29 A positively charged plastic rod is placed just above a thick metal plate. The metal plate rests on
an insulator and is connected to the earth by a wire.
+ + + + + +
earthing wire
insulator
A student disconnects the earthing wire and then removes the positively charged rod.
The experiment is repeated. This time the student removes the positively charged rod and then
removes the earthing wire.
A When the earthing wire is disconnected first, the metal plate becomes positively charged.
B When the earthing wire is disconnected first, the metal plate becomes negatively charged.
C When the plastic rod is removed first, the metal plate becomes positively charged.
D When the plastic rod is removed first, the metal plate becomes negatively charged.
30 The resistance of a wire depends on its length l and on its cross-sectional area A.
The resistance is
31 In the circuit shown, the ammeter reads 2.0 A and the voltmeter reads 12 V.
12 V
6.0 Ω
A 2.4 J
B 14.4 J
C 240 J
D 1440 J
3.0 A 4.0 Ω
A
2.0 Ω
A 4.5 A
B 6.0 A
C 9.0 A
D 12.0 A
33 The circuit diagram shows a thermistor in a potential divider. A voltmeter is connected across the
thermistor.
The graph shows how the resistance of the thermistor changes with temperature.
resistance
temperature
As the thermistor becomes warmer, what happens to its resistance and what happens to the
reading on the voltmeter?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
The time taken to break the circuit depends on the current, as shown in the graph.
160
time taken
140
to break the
circuit / s 120
100
80
60
40
20
0
0 2 4 6 8 10 12 14 16 18 20
current / A
What happens when the current in the circuit is 2 A and what happens when the current is 18 A?
A the circuit breaks in less than 5 seconds the circuit breaks in less than 5 seconds
B the circuit breaks in less than 5 seconds the circuit does not break
C the circuit does not break the circuit breaks in less than 5 seconds
D the circuit does not break the circuit does not break
35 A solenoid is connected in series with a sensitive ammeter. The N pole of a magnet is placed
next to one end of the solenoid, marked X.
solenoid
N X
magnet
First, the N pole of the magnet is pushed towards X, then the magnet is pulled away from X.
During both stages the ammeter deflects.
A N pole N pole
B N pole S pole
C S pole N pole
D S pole S pole
soft-iron core
primary secondary
coil coil
Which row describes the magnetic field in the soft-iron core and the magnetic field in the
secondary coil when the transformer is operating?
magnetic field
in soft-iron core in secondary coil
A changing changing
B changing constant
C constant changing
D constant constant
37 The graph shows the output of an a.c. generator. The coil in the generator rotates 20 times in one
second.
+1
output
p.d. / V 0
0 0.05 0.10 time / s
–1
+1
output
A p.d. / V 0
0 0.05 0.10 time / s
–1
+1
output
B p.d. / V 0
0 0.05 0.10 time / s
–1
+2
output
p.d. / V
+1
C 0
0 0.05 0.10 time / s
–1
–2
+2
output
p.d. / V
+1
D 0
0 0.05 0.10 time / s
–1
–2
38 The diagram shows a wire placed between two magnetic poles of equal strength.
A current passes through the wire in the direction shown. The current causes a downward force
on the wire.
wire
direction
of force
direction
of current
S N
A
N S
B
N N
C
S S
D
39 A beam of γ-rays passes between two charged metal plates as shown in the diagram.
γ-rays
A 0 mg B 40 mg C 100 mg D 200 mg
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/02
Paper 2 Multiple Choice (Extended) For Examination from 2016
SPECIMEN MARK SCHEME
45 minutes
MAXIMUM MARK: 40
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 A 21 A
2 B 22 C
3 B 23 C
4 C 24 C
5 B 25 D
6 B 26 D
7 B 27 B
8 C 28 D
9 A 29 B
10 C 30 B
11 C 31 C
12 D 32 C
13 A 33 A
14 A 34 C
15 D 35 B
16 B 36 A
17 D 37 D
18 D 38 A
19 C 39 D
20 A 40 C
PHYSICS 0625/03
Paper 3 Theory (Core) For Examination from 2016
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 Fig. 1.1 shows how the speed of an object varies during a period of 30 s.
40
speed
m/s
30
20
10
0
0 10 20 30
time / s
Fig. 1.1
(b) Describe what, if anything, is happening to the speed during the period 10 s to 25 s.
[1]
distance = m [3]
[Total: 9]
Fig. 2.1
(b) Tick the box below that describes the motion of the car.
remains at rest
[1]
(c) Later, the car is moving forwards and the frictional forces suddenly increase to 2500 N.
The forwards force remains constant at 2000 N.
[2]
(d) Suggest what might have caused the frictional forces in (c) to increase.
[1]
[Total: 5]
3 (a) In a laboratory experiment to find the centre of mass of a triangular piece of plastic, the
plastic is freely suspended first from point A and then from point B, as shown in Figs. 3.1 and
3.2.
B B
A
E
D D
E
C
C
(i) What piece of apparatus might be used to determine the vertical lines from A and
from B?
[1]
(ii) On Fig. 3.3 below, draw construction lines to find the position of the centre of mass of
the piece of plastic. Label this point clearly with the letter G.
C
B D
Fig. 3.3
[2]
weight = N [3]
[Total: 6]
[1]
(b) A warehouse worker is about to close a large door, as shown in Fig. 4.1.
A
B
Fig. 4.1
(i) State, with a reason, which of the two positions, A or B, will enable him to close the door
with least force.
[1]
(ii) On another occasion, with the door in the position shown in Fig. 4.1, two workers each
push on the door with the same force at the same time. One worker pushes at A, from
the side seen in Fig. 4.1. The other worker pushes at B, from the other side of the door.
Which way does the door move, if at all? Tick one box.
[Total: 3]
5 A student gently heats a sample of solid wax in a test-tube, as shown in Fig. 5.1. The
temperature of the wax is measured every minute.
solid wax
heating
Fig. 5.1
(a) Describe the structure of the solid wax in terms of the arrangement and motion of the wax
molecules.
[2]
time / minutes 0 1 2 3 4 5 6 7 8 9 10
temperature / °C 35 40 45 49 50 50 50 50 50 53 56
Use the data to describe and explain what is happening to the wax during this period.
[5]
[Total: 7]
6 The owner of a small factory suggests installing a wind turbine to generate some of the electricity
needed by the factory.
[1]
(b) Discuss three of the factors that the owner will need to consider when deciding whether to
install a wind turbine.
[4]
[Total: 5]
7 Fig. 7.1 shows a stationary pole vaulter holding a straight pole. Fig. 7.2 shows him during the
vault with the pole bent.
(a) Identify the energy changes that have taken place, for the pole vaulter and for the pole,
between the situations shown in Figs. 7.1 and 7.2. State the evidence for these changes.
[4]
(b) The pole vaulter releases the pole and clears the bar.
Explain how the principle of conservation of energy applies as he falls from his maximum
height.
[2]
[Total: 6]
8 A man looks at his reflection in a vertical mirror. This is shown from the side in Fig. 8.1.
Fig. 8.1
(a) On Fig. 8.1, accurately mark with a clear cross where the image of the tip A of the man’s
beard will be. Label the cross B. [2]
(b) On Fig. 8.1, accurately draw a ray from the tip of the man’s beard that reflects from the mirror
and goes into his eye. Use arrows to show the direction of the ray. [2]
(c) On Fig. 8.1, mark the angles of incidence and reflection at the mirror using the letters i and r.
[1]
[Total: 5]
Fig. 9.1
(a) Two of the regions have not been named in Fig. 9.1.
In the two boxes below the spectrum, write the names of these regions. [2]
(b) Write “long wavelength” next to the long wavelength end of the electromagnetic spectrum. [1]
(c) State one use for the radiation of each of the following regions.
infra-red
γ-rays
[2]
[Total: 5]
150 Ω
12 V
200 Ω
Fig. 10.1
current = [4]
p.d. = V [2]
(iii) Draw on Fig. 10.1 to suggest how the circuit may be modified so that the brightness of
the lamp can be controlled. [1]
12 V
150 Ω 200 Ω
Fig. 10.2
(i) What word is used to describe this new arrangement of the components?
[1]
(ii) Predict and explain how the brightness of the lamp compares to the lamp in Fig. 10.1.
[2]
[Total: 10]
N S
Fig. 11.1
(i) Carefully draw on Fig. 11.1 to show the pattern and direction of magnetic field lines
around the magnet. [2]
[1]
(b) An iron bar has many turns of wire wrapped around it, as shown in Fig. 11.2. The wire is
connected to an alternating current supply. Some more wire is made into a flat coil and
connected across a low voltage lamp.
low voltage
lamp
iron bar
flat coil
alternating
current
supply
Fig. 11.2
(i) Explain how alternating current (a.c.) is different from direct current (d.c.).
[1]
(ii) When the flat coil is held close to the end of the iron bar, the lamp glows.
[3]
[Total: 7]
[2]
(b) Fig. 12.1 shows two samples of the same radioactive substance. The substance emits
β-particles.
Fig. 12.1
Put a tick alongside any of the following quantities which is the same for both samples.
the half-life
the mass
(c) Fig. 12.2 shows the decay curve for a particular radioactive substance.
2500
count rate
counts / min
2000
1500
1000
500
0
0 1 2 3 4 5
time / minutes
Fig. 12.2
(i) Select and use numbers from the graph to deduce the half-life of the radioactive
substance.
(ii) Predict the value of the count rate at a time of 6 minutes from the start of the
measurements. Show your working.
(d) People handling radioactive substances need to take certain safety precautions.
[2]
(ii) State two safety precautions used by people handling radioactive substances.
1.
2.
[2]
[Total: 12]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/03
Paper 3 Theory (Core) For Examination from 2016
SPECIMEN MARK SCHEME
1 hour 15 minutes
MAXIMUM MARK: 80
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
(ii) 0 (m / s) [1]
(c) area of triangle OR area under graph OR appropriate equation of motion [1]
½ × 30 × 5 [1]
75 (m) [1]
3 (a) (i) plumb-line (name or description) OR set-square and (horiz.) bench OR spirit level [1]
(b) (i) A AND idea of bigger distance from hinge / pivot [1]
5 (a) (molecules) close together / touching / strong forces holding molecules together [1]
(molecules) vibrate / are not free to move around [1]
6 (a) less pollution / reduced carbon (dioxide) emissions (compared to fossil fuels) OR other
environmental reason [1]
valid discussion of at least one factor from list above, linking it to the decision [1]
(b) total energy remains constant (note: can be implied by second mark) [1]
gravitational potential energy lost = kinetic energy gained (+ thermal energy / heating) [1]
(b) incident ray from beard tip to mirror and reflected ray along line from eye to cross B or
angles of incidence and reflection are approximately the same [1]
arrows from beard to eye [1]
10 (a) (i) 150 + 200 or 350 (Ω) seen or implied by correct final answer [1]
use of I = V/R in any form or 12/candidate’s resistance seen or 12/350 implied by correct
answer [1]
0.034 to at least 2 sig. figs. [1]
A or mA as appropriate [1]
11 (a) (i) at least two continuous loops either side of magnet, from one pole to the other [1]
at least one arrow, not contradicted, showing direction N to S [1]
(ii) magnet which operates when there is a current OR coil wrapped round iron bar [1]
(b) (i) alternating current changes direction OR direct current is in one direction only [1]
(c) (i) clear statement of start point (can be inferred from markings on graph) [1]
clear halving [1]
2 minutes [1]
PHYSICS 0625/04
Paper 4 Theory (Extended) For Examination from 2016
SPECIMEN PAPER
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 Fig. 1.1 shows the speed-time graph for a car travelling along a straight road.
The graph shows how the speed of the car changes as the car passes through a small town.
35
D
30
speed
m/s
A
25
enters leaves
20 town town
here here
15
B C
10
0
0 10 20 30 40 50 60 70
time / s
Fig. 1.1
(a) Calculate the distance between the start of the town and the end of the town.
distance = [3]
acceleration = [3]
(c) State how the graph shows that the deceleration of the car has the same numerical value as
its acceleration.
[1]
[Total: 7]
2 Fig. 2.1 shows a conveyor belt transporting a package to a raised platform. The belt is driven by a
motor.
conveyor belt
package
motor
Fig. 2.1
Calculate the increase in the gravitational potential energy (g.p.e.) of the package when it is
raised through a vertical height of 2.4 m.
(b) The package is raised through the vertical height of 2.4 m in 4.4 s.
power = [2]
(c) The electrical power supplied to the motor is much greater than the answer to (b).
[2]
(d) Assume that the power available to raise packages is constant. A package of mass greater
than 36 kg is raised through the same height.
Suggest and explain the effect of this increase in mass on the operation of the conveyer belt.
[3]
[Total: 9]
3 The engine of an unpowered toy train is rolling at a constant speed on a level track, as shown in
Fig. 3.1. The engine collides with a stationary toy truck, and joins with it.
moving engine
stationary truck
track
Fig. 3.1
Before the collision, the toy engine is travelling at 0.32 m / s. The mass of the engine is 0.50 kg.
(a) Calculate the momentum of the toy engine before the collision.
momentum = [2]
Using the principle of conservation of momentum, calculate the speed of the joined engine
and truck immediately after the collision.
speed = [3]
[Total: 5]
BLANK PAGE
4 A solar panel is mounted on the roof of a house. Fig. 4.1 shows a section through part of the
solar panel.
sunlight
trapped
air copper pipe,
painted black
water
glass sheet
Fig. 4.1
A pump makes water flow through the copper pipes. The water is heated by passing through the
solar panel.
(a) Select and explain three features of the solar panel that maximise the final temperature of
the water.
[4]
(b) During one day, 250 kg of water is pumped through the solar panel. The temperature of this
water rises from 16 °C to 38 °C.
The water absorbs 25 % of the energy incident on the solar panel. The specific heat capacity
of water is 4200 J / (kg °C).
Calculate the energy incident on the solar panel during that day.
energy = [4]
List and explain three pieces of information she needs to consider in order to make her
decision.
[4]
[2]
[Total: 14]
gas cylinder
100 cm
Fig. 5.1
At first, the length of cylinder containing the gas is 100 cm. The pressure of the gas, shown by the
pressure gauge, is 300 kPa. The area of cross-section of the cylinder is 0.12 m2.
[1]
(ii) Use the idea of momentum to explain how the molecules exert a force on the walls of the
cylinder.
[2]
(b) The piston is moved so that the new length of cylinder occupied by the gas is 40 cm. The
temperature of the gas is unchanged.
pressure = [2]
(ii) Explain, in terms of the behaviour of the molecules, why the pressure has changed.
[2]
[Total: 7]
6 Fig. 6.1 shows a scale drawing of plane wavefronts approaching a gap in a barrier.
barrier
Fig. 6.1
(a) On Fig. 6.1, draw the pattern of the wavefronts after the wave has passed through the gap.
[2]
(b) The wave approaching the barrier has a wavelength of 2.5 cm and a speed of 20 cm / s.
frequency = [2]
(c) State what happens, if anything, to the frequency of the wave as it passes through the gap.
[1]
(d) Explain, in terms of diffraction, why a car radio may pick up low frequency radio signals but
not pick up high frequency radio signals when the car is travelling behind a hill.
[2]
[Total: 7]
7 The circuit of Fig. 7.1 includes an immersion heater and a 6.0 V battery.
6.0 V
X
A
heater
Fig. 7.1
name
purpose
[1]
(b) The heater is designed to work from a 3.6 V supply. It has a power rating of 4.5 W at this
voltage.
By considering the current in the heater, calculate the resistance of component X when there
is the correct potential difference across the heater.
resistance = [5]
(c) Some time after the heater is switched on, the ammeter reading is seen to have decreased.
[2]
[Total: 8]
temperature
sensor
relay lamp
B
A
light
sensor
Fig. 8.1
The output of the temperature sensor is high (logic 1) when it detects raised temperatures. The
output of the light sensor is high (logic 1) when it detects raised light levels.
The lamp is lit when the input to the relay is high (logic 1).
output of output of
output of A output of B
light sensor temperature sensor
0 0
0 1
1 0
1 1
[2]
[1]
(c) Suggest why B is connected to a relay, rather than directly to the lamp.
[2]
[Total: 5]
9 A plastic rod is rubbed with a cloth and becomes positively charged. After charging, the rod is
held close to the suspended table-tennis ball shown in Fig. 9.1. The table-tennis ball is covered
with metal paint and is uncharged.
nylon thread
light
table-tennis ball
covered with metal
paint
positively
charged rod
Fig. 9.1
(a) Describe what happens to the charges in the metal paint on the ball as the positively charged
rod is brought close to the ball.
[1]
[2]
[1]
[Total: 4]
10 Emissions from a radioactive source pass through a hole in a lead screen and into a magnetic
field, as shown in Fig. 10.1. The experiment is carried out in a vacuum.
lead
screen
3 cm
Fig. 10.1
Radiation detectors are placed at A, B and C. They give the following readings:
A B C
The radioactive source is then completely removed, and the readings become:
A B C
From the data given for positions A, B and C, deduce the type of emissions coming from the
radioactive source. Explain your reasoning.
[7]
[Total: 7]
11 In Geiger and Marsden’s α-particle scattering experiment, α-particles were directed at a very thin
gold foil.
Fig. 11.1 shows five of the nuclei of the atoms in one layer in the gold foil. Also shown are the
paths of three α-particles directed at the foil.
Fig. 11.1
(b) (i) State the result of the experiment that shows that an atom consists of a very tiny,
charged core, containing almost all the mass of the atom.
[1]
(ii) State the sign of the charge on this core. ...................................................................... [1]
(iii) State what occupies the space between these charged cores.
[1]
4
(c) The nuclide notation for an α-particle is 2 α.
State the number of protons and neutrons in an α-particle
protons =
neutrons = [1]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/04
Paper 4 Theory (Extended) For Examination from 2016
SPECIMEN MARK SCHEME
1 hour 15 minutes
MAXIMUM MARK: 80
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
(b) (P =) E/t in any form, words, symbols or numbers OR 864 / 4.4 [1]
196 W OR J / s (2 or 3 sig. figs.) [1]
(c) evidence that candidate understands the principle of energy conservation, expressed in
words or as an equation (e.g. total energy is constant OR initial energy = final energy) or
implied by statement accounting for difference [1]
some energy is dissipated into the surroundings OR difference due to increase in internal
energy/heating/thermal energy (of belt, motor, surroundings) owtte
note: do not accept kinetic energy / sound / friction if no mention of heating [1]
(b) 38 – 16 OR 22 [1]
mcθ OR 250 × 4200 × candidate’s temperature difference [1]
2.31 × 107 (J) e.c.f. from previous line [1]
9.24 × 107 J OR e.c.f. from previous line × 4 correctly evaluated [1]
no unit penalty if J seen anywhere in (b) clearly applied to an energy
(c) valid explanation relating to at least one of the reasons below: [1]
note: if no explanation, this mark is not awarded even if more than three reasons are
given
(ii) collisions with walls/rebounding causes change in momentum (of molecules) [1]
force is rate of change of momentum / force needed to change momentum [1]
(b) (i) p1V1 = p2V2 OR 300 × 100 (× 0.12) = p2 × 0.40 (× 0.12) [1]
(d) low frequency signals have longer wavelength (than high frequency signals) OR
high frequency signals have shorter wavelength [1]
9 (a) electrons / negative charges move towards the rod / to R (ignore just “attracted”)
ignore any mention of positive charges moving
any mention of positive electrons = 0 [1]
10 γ rays [1]
(γ rays) detected at B [1]
(γ rays) not deflected by field / not charged [1]
charged particles / β particles (accept α for charged particles) [1]
β particles detected at C [1]
reference to direction of deflection / LH rule [1]
no α-particles OR only background detected at A [1]
PHYSICS 0625/05
* 0 1 2 3 4 5 6 7 8 9 *
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 In this experiment, you will determine the mass of a load using a balancing method.
mass m d load X
50.0 cm mark
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark. Do
not move this load.
(a) • Place a mass of 40 g on the rule and adjust its position so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot as shown in
Fig. 1.1.
• Record in Table 1.1 the distance d from the centre of the 40 g mass to the 50.0 cm mark
on the rule.
• Repeat the steps above using masses of 50 g, 60 g, 70 g and 80 g to obtain a total of five
sets of readings. Record the readings in the table.
1
• For each value of d calculate and enter the values in the table.
d
Table 1.1
m/g d / cm 1 1
d cm
40
50
60
70
80
[3]
(b) State how you overcame one difficulty you had in obtaining accurate results.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
1 1
(c) Plot a graph of m / g (y-axis) against (x-axis).
d cm
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ..................................................... [1]
G
(e) Determine the mass µ, in grams, of the load X. Use the equation µ = .
40.0
µ = ................................................... g [1]
[Total: 11]
2 In this experiment, you will investigate the effect of a layer of cotton wool on the cooling of water in
a test-tube.
(a) Carry out the following instructions referring to Fig. 2.1. You are provided with a supply of hot
water.
thermometer
water
test-tube
Fig. 2.1
• Pour hot water into the test-tube until it is about two thirds full of water. Place the
thermometer in the water.
• When the thermometer reading stops rising, measure the temperature θ of the water in the
test-tube and immediately start the stopclock. Record θ in Table 2.1 at time t = 0 s.
• Record in the table the temperature θ of the water every 30 s until you have a total of
seven readings.
• Remove the thermometer and pour away the water from the test-tube. Wrap the cotton
wool around the test-tube and secure it with the elastic bands. Repeat the steps above.
• Complete the time and temperature column headings in the table.
Table 2.1
(b) Write a conclusion to this investigation, stating in which experiment the cooling was more
rapid. Explain your answer by reference to your readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Discuss the quality of your results, and suggest two improvements to the experiment which
would allow a more certain conclusion to be drawn.
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(d) This experiment is being carried out by students in many different countries, using identical
apparatus.
Suggest two differences in the conditions in the various laboratories that might lead to
differences in their results.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 11]
3 In this experiment, you will investigate the effect of the length of resistance wire in a circuit on the
potential difference across a lamp.
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) • Switch on and place the sliding contact C on the resistance wire at a distance
l = 0.150 m from end A. Record the value of l and the potential difference V across the
lamp in Table 3.1. Switch off.
• Repeat the instructions above using four different values of l to give a good range of data.
Record all the values of l and V in Table 3.1.
Table 3.1
l/m V/V
[4]
(c) How does increasing length l affect the brightness of the lamp?
............................................................................................................................................. [1]
(d) A student suggests that the potential difference V across the lamp is directly proportional to
the length l of resistance wire in the circuit.
State whether you agree with this suggestion. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
..................................................................................................................................................
..................................................................................................................................................
[2]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat readings
may be slightly different from those you recorded in Table 3.1.
...................................................................................................................................................
............................................................................................................................................. [1]
(f) State one safety precaution that you would take when carrying out experiments like this with
resistance wires.
............................................................................................................................................. [1]
[Total: 11]
Plan an experiment to investigate how the quantity of water in a plastic bottle affects its stability.
The plastic bottle holds up to 2000 cm3 of water and has a height of 42 cm.
A diagram is not required, but you may add to Fig. 4.1, or draw your own diagram, if it helps to
explain your plan.
plastic bottle
water
Fig. 4.1
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
...........................................................................................................................................................
.......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included,
the publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge
Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/05
Paper 5 Practical Test For Examination from 2016
SPECIMEN MARK SCHEME
1 hour 15 minutes
MAXIMUM MARK: 40
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
1 (a) table:
5 d values in cm (all < 50), recorded to nearest mm [1]
d values 30.0, 24.0, 20.0, 17.1, 15.0 each to ± 1.0 cm [1]
1/d values correct (note: at least 2 significant figures) [1]
(c) graph:
axes labelled with quantity and unit [1]
scales suitable, plots occupying at least half grid [1]
plots all correct to ½ square (take centre of plot if large) [1]
well-judged thin line (≤ ½ square) [1]
(d) triangle method used and shown (any indication on graph) using at least half line (can
be seen in calculation) [1]
2 (a) table:
t in s, both θ in ºC (words or symbols) [1]
both tubes temperatures decreasing and to consistent precision [1]
both tubes temperatures decreasing at decreasing rate [1]
(b) statement matches readings (expect tube without cotton wool cooled most rapidly
OR no significant difference) [1]
justified by reference to temperature differences and time [1]
relevant science, consistent with readings and conclusion
(e.g. therefore cotton wool is a good/not a good insulator OR most cooling is due to
convection or radiation etc.) [1]
(b) table:
5 l values range at least 50 cm [1]
5 l values range at least 70 cm [1]
V values all < 2.5 V and decreasing with increasing length [1]
all V values to at least 0.1 V and same precision (same no. of decimal places) [1]
4 apparatus:
measuring cylinder/jug OR ruler OR balance (to measure amount of water) [1]
instructions:
method of tilting or applying variable force and measuring point at which bottle topples [1]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately
evenly spaced [1]
graph:
plot of measured variable (angle or height or force) against quantity of water
(volume or height or mass) (accept vice versa) [1]
PHYSICS 0625/06
Paper 6 Alternative to Practical For Examination from 2016
SPECIMEN PAPER
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
mass m d load X
50.0 cm mark
Fig. 1.1
The load X has been taped to the metre rule so that its centre is exactly over the 90.0 cm mark.
It is not moved during the experiment.
A mass m of 40 g is placed on the rule and its position adjusted so that the rule is as near as
possible to being balanced with the 50.0 cm mark exactly over the pivot. Fig. 1.2(a) shows part of
the rule when it is balanced.
The procedure is repeated for a range of masses. Fig. 1.2(b) – (e) shows the rule when balanced
for values of m of 50 g, 60 g, 70 g and 80 g.
pivot
40 g 25 30 35 40 45 50
(a)
20 25 50 g 30 35 40 45 50
(b)
20 25 60 g
30 35 40 45 50
(c)
20 25 30 70 g 35 40 45 50
(d)
20 25 30 80
35 g 40 45 50
(e)
pivot
Fig. 1.2
(a) (i) Use Fig. 1.2 to determine d, the distance between the mass and the pivot at balance, for
each value of m. Record your results in Table 1.1. [3]
Table 1.1
1 1
m/g d / cm
d cm
40
50
60
70
80
(ii) For each value of d, calculate 1 / d and record it in the table. [1]
(b) Describe one difficulty the student might have when carrying out this experiment, and how he
might overcome this difficulty.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
1 1
(c) Plot a graph of m / g (y-axis) against (x-axis).
d cm
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .......................................................... [1]
G
(e) Determine the mass µ, in grams, of the load X. Use the equation µ = .
40.0
µ = ....................................................... g [1]
[Total: 12]
BLANK PAGE
2 A student is investigating the effect of a layer of cotton wool on the cooling of a test-tube of water.
thermometer
water
test-tube
Fig. 2.1
Fig. 2.2
θ R = ........................................................... [1]
(b) A student pours hot water into the test-tube until it is about two thirds full of water and places
the thermometer in the water.
She measures the initial temperature θ of the hot water and immediately starts a stopclock.
Suggest one precaution the student takes to make sure that her temperature reading is as
accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
(c) The student records in Table 2.1 the time t and the temperature θ of the water every 30 s. She
removes the thermometer and pours away the water from the test-tube.
She then wraps cotton wool insulation around the test-tube and repeats the procedure.
Complete the time column and the column headings in Table 2.1.
Table 2.1
(d) Write a conclusion to this investigation, stating in which experiment the cooling is more rapid.
Explain your answer by reference to the readings and any relevant science.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(e) Discuss the quality of the results, and suggest two improvements to the experiment which
would allow a more certain conclusion to be drawn.
...................................................................................................................................................
improvements: ..........................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
(f) This experiment is being carried out by students in many different countries, using identical
apparatus.
Suggest two differences in the conditions in the various laboratories that might lead to
differences in their results.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 12]
BLANK PAGE
3 A student is investigating the effect of the length of resistance wire in a circuit on the potential
difference across a lamp.
power
source
l
A B
sliding
contact C
Fig. 3.1
(b) The student switches on and places the sliding contact C on the resistance wire at a distance
l = 0.200 m from end A.
The voltmeter reading is shown in Fig. 3.2.
0 2
Fig. 3.2
Table 3.1
l /m V/V
0.200
0.400 1.43
0.600 1.25
0.800 1.11
1.000 1.00
[1]
(c) The student repeats the procedure using a range of values of l. Table 3.1 shows the readings.
Use the results for the potential difference across the lamp to predict how increasing the
length l affects the brightness of the lamp.
.............................................................................................................................................. [1]
(d) The student suggests that the potential difference V across the lamp is directly proportional to
the length l of resistance wire in the circuit.
State whether you agree with this suggestion. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) State one safety precaution that you would take when carrying out experiments like this with
resistance wires.
.............................................................................................................................................. [1]
[Total: 8]
Plan an experiment to investigate how the quantity of water in a plastic bottle affects its stability.
The plastic bottle holds up to 2000 cm3 of water and has a height of 42 cm.
A diagram is not required, but you may add to Fig. 4.1, or draw your own diagram, if it helps to
explain your plan.
plastic bottle
water
Fig. 4.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[7]
(b) On Fig. 4.1, measure the angle through which the bottle has been tilted.
[Total: 8]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/06
Paper 6 Alternative to Practical For Examination from 2016
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 40
The syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
() the word, phrase or unit in brackets is not required but is in the mark scheme for
clarification
e.c.f. error carried forward; marks are awarded if a candidate has carried an incorrect
value forward from earlier working, provided the subsequent working is correct
ignore this response is to be disregarded and does not negate an otherwise correct
response
underline mark is not allowed unless the underlined word or idea is used by candidate
units there is a maximum of one unit penalty per question unless otherwise indicated
1 (a) table:
at least 2 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.5 cm
(accept values 50–d) [1]
rule readings subtracted from 50 cm [1]
all 5 d values correct: 30.0, 24.2, 19.8, 17.2, 15.0 (cm) to ± 0.2 cm [1]
1/d values correct (note: at least 2 significant figures) [1]
(c) graph:
axes labelled with quantity and unit [1]
scales suitable, plots occupying at least half grid [1]
plots all correct to ½ square (take centre of plot if large) [1]
well-judged thin line (≤ ½ square) [1]
(d) triangle method used and shown (any indication on graph) using at least half line
(can be seen in calculation) [1]
(b) table:
1.68 (V) [1]
4 (a) apparatus:
measuring cylinder/jug OR ruler OR balance (to measure amount of water) [1]
protractor OR rule to measure height of raised surface
OR other means of measuring angle of tilt
OR newtonmeter to apply variable force
OR other method of applying quantifiable force [1]
instructions:
method of tilting or applying variable force and measuring point at which bottle topples [1]
values:
at least 5 values with range at least 1500 cm3 or 30 cm or 1500 g, approximately evenly
spaced [1]
graph:
plot of measured variable (angle or height or force) against quantity of water
(volume or height or mass) (accept vice versa) [1]
BLANK PAGE
PHYSICS 0625/11
Paper 1 Multiple Choice May/June 2013
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*7627854085*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
IB13 06_0625_11/4RP
© UCLES 2013 [Turn over
2
1 The diagrams show the readings on a measuring cylinder before and after a small metal cube is
added.
cm3 cm3
10 10
9 9
8 8
7 7
6 6
5 5
4 4
water 3 3 metal cube
2 2
1 1
before after
How many more identical cubes can be added to the cylinder, without causing the water to
overflow? Do not include the cube already in the cylinder.
A 1 B 2 C 3 D 4
The table shows the distances travelled and the times taken during each of four stages
P, Q, R and S.
stage P Q R S
During which two stages is the car travelling at the same average speed?
4 Two blocks of metal X and Y hang from spring balances, as shown in the diagrams.
N N
0 0
1 1
2 2
3 3
4 4
5 5
X
Y
A They have the same mass and the same volume but different weights.
B They have the same mass and the same weight but different volumes.
C They have the same mass, the same volume and the same weight.
D They have the same weight and the same volume but different masses.
When it contains 50 cm3 of a liquid, the total mass of the measuring cylinder and the liquid is
160 g.
40
A g / cm3
50
50
B g / cm3
40
120
C g / cm3
50
160
D g / cm3
50
The diagram shows all of the horizontal forces acting on the car.
800 N
air resistance
2000 N force
500 N from engine
friction
8 The diagram shows a force being applied to a lever to lift a heavy weight.
force
pivot lever
heavy weight
Which change would enable the heavy weight to be lifted with a smaller force?
reservoir
pipe
water
power
station
10 An escalator (moving stairs) and a lift (elevator) are both used to carry passengers from the same
underground railway platform up to street level.
escalator lift
The escalator takes 20 seconds to carry a man to street level. The useful work done is W. The
useful power developed is P. The lift takes 30 seconds to carry the same man to street level.
How much useful work is done by the lift, and how much useful power is developed by the lift?
Which action will increase the pressure that the man exerts on the ground?
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
A 12 cm B 74 cm C 86 cm D 100 cm
thermometer
damp cloth
air
bulb
A It remains constant.
B It rises.
C It rises then falls.
D It falls.
14 A gas storage tank has a fixed volume. The graph shows how the temperature of the gas in the
tank varies with time.
temperature
X Y time
15 The diagrams show four blocks of steel. The blocks are all drawn to the same scale.
A B C D
When the thermometer is placed in steam, the mercury level rises to 22.0 cm.
When the thermometer is placed in pure melting ice, the mercury level falls to 2.0 cm.
cm
30
28
26
24
22 thermometer
20
18
ruler
16
14
12
10 mercury
8
6
4
2
0
A 6 °C B 8 °C C 30 °C D 40 °C
17 The diagram shows the cross-section of a vacuum flask containing a hot liquid in a cold room.
X and Y are points on the inside surfaces of the walls of the flask.
cold room
X Y
hot liquid
vacuum
The cooling unit is placed at the top. The cooling unit cools the air near it.
cooling unit
What happens to the density of the air as it cools, and how does it move?
A longitudinal longitudinal
B longitudinal transverse
C transverse longitudinal
D transverse transverse
displacement
0
distance
X Y
A 2
3
B 1 C 1 21 D 3
21 Different parts of the electromagnetic spectrum are used for different purposes. Below are four
statements about parts of the spectrum.
22 Which diagram shows how a ray of light could pass through a glass block in air?
A B
glass glass
C D
glass glass
23 Which diagram correctly represents rays of light passing through a converging lens in a camera?
A B
camera camera
object object
image image
lens lens
C D
camera camera
object object
image image
lens lens
24 The diagrams represent two sound waves. The scales in the two diagrams are the same.
displacement displacement
time time
25 A student claps once when standing 100 m away from a large wall.
27 Two soft-iron rods are placed end to end inside a coil which is connected to a battery.
coil
The connections from the battery to the coil are now reversed.
28 Three charged balls, P, Q and R are suspended by insulating threads. Ball P is negatively
charged.
insulating thread
P – Q
Q R
ball Q ball R
A positive positive
B positive negative
C negative positive
D negative negative
A B
V A
R R
A
C D
V A
R R
V
L M
N
P O
Between which two points must a voltmeter be connected to find the potential difference across
the bell?
1.0 A A
A
D
B C
33 The circuit shows a battery and four lamps. All the lamps are lit.
A
B
D
C
34 A desk lamp should have a 3 A fuse fitted, but a 13 A fuse has been fitted by mistake.
Which row shows the effect that a relay uses, together with one application of a relay?
coil with
1000 turns soft-iron core
A 12 B 20 C 50 D 20 000
X
A
wire
N S
X and Y are joined, in turn, by four wires, each made of a different material.
Which material will not give rise to an induced current in the wire?
A aluminium
B copper
C iron
D nylon
A α-particles
B electrons
C neutrons
D protons
39 The graph shows how the count rate on a detector due to a radioactive source changes with time.
4800
count rate
counts per minute
2400
0
0 1 2 3 4 5
time / hours
––
––
key
neutron
+ + + proton
+ + – electron
+
+
––
A 6 B 8 C 14 D 20
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 11
Question Question
Key Key
Number Number
1 B 21 B
2 A 22 A
3 B 23 A
4 B 24 D
5 D 25 B
6 A 26 B
7 B 27 A
8 C 28 C
9 C 29 B
10 C 30 C
11 D 31 D
12 B 32 D
13 D 33 A
14 B 34 D
15 A 35 C
16 C 36 C
17 D 37 D
18 C 38 B
19 D 39 C
20 C 40 C
PHYSICS 0625/21
Paper 2 Core May/June 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
For Examiner’s Use
Answer all questions.
Electronic calculators may be used. 1
You may lose marks if you do not show your working or if you do not use
appropriate units. 2
Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m / s2).
3
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or 4
part question.
5
10
11
12
Total
DC (SJF/CGW) 58289/4
© UCLES 2013 [Turn over
2
BLANK PAGE
1 Some liquid is poured into the measuring cylinder shown in Fig. 1.1. For
Examiner’s
Use
cm3
250
50
200
150
100
50
Fig. 1.1
(b) On the enlarged part of Fig. 1.1, draw the liquid level when another 25 cm3 of liquid
has been added to the measuring cylinder. [1]
(c) Explain why it would be more accurate to use a narrower measuring cylinder to measure
liquid volumes like that in Fig. 1.1.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 3]
Fig. 2.1
500 bricks like the one shown in Fig. 2.1 are stacked on a wooden platform, known as
a pallet. The pallet of bricks is to be loaded on to a lorry by means of a fork-lift truck, as
shown in Fig. 2.2.
fork-lift truck
bricks
pallet
Fig. 2.2
Each brick has a volume of 0.0012 m3 and is made of a material of density 2300 kg / m3.
(ii) The fork-lift truck can safely lift a load of mass 2 tonnes (2000 kg). The wooden For
pallet has a mass of 100 kg. Examiner’s
Use
2. Is it safe for the fork-lift truck to lift the total mass of the pallet and 500 bricks?
yes
no
[3]
(b) The brick shown in Fig. 2.3 has the same dimensions as the brick in Fig. 2.1 and is
made of the same material. However, this brick has a hollow in one face.
hollow
Fig. 2.3
(i) The density of the brick in Fig. 2.3 is ……………………………………… the density
………………………………………………………….…………………………………. .
(ii) The mass of the brick in Fig. 2.3 is ……………………………………… the mass of
the brick in Fig. 2.1.
[2]
[Total: 8]
3 Fig. 3.1 shows a man pulling a truck of logs at a constant speed along a level path from For
P to Q against a resistive (frictional) force. Examiner’s
Use
logs
truck
P Q
Fig. 3.1
(a) State the two quantities, and their units, that must be measured in order to calculate the
work done on the truck.
quantity unit
[2]
(b) State the additional quantity needed in order to calculate the useful power of the man.
...................................................................................................................................... [1]
(c) On another occasion, there is a smaller number of logs in the truck. The resistive force
on the truck is smaller when the truck is pulled from P to Q at the same speed as
before.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(d) What form of energy stored in his body does the man use to pull the truck of logs?
...................................................................................................................................... [1]
[Total: 7]
Fig. 4.1
...................................................................................................................................... [1]
(b) What occupies the space in the tube, between the end of the liquid thread and the end
of the tube?
...................................................................................................................................... [1]
(i) State what happens to the position of the end of the liquid thread.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[2]
[Total: 6]
5 A family goes on holiday in a car. To stop the journey being boring for the children, every half For
an hour they note down the distance they have travelled since they left home. They then plot Examiner’s
the graph shown in Fig. 5.1. Use
400
200
100
0
0 1 2 3 4 5 6
time since leaving home / hours
Fig. 5.1
The first half hour and the last half hour of their journey are on small roads. The rest of the
journey is on major roads.
(a) For how many hours were they travelling on major roads?
(i) in total,
(c) They had two refreshment stops whilst on the journey. For
Examiner’s
On Fig. 5.1, clearly mark where they had these stops. [1] Use
(d) Apart from the times when they stopped, during which section of the journey was their
speed slowest? Explain your answer.
section ..............................................................................................................................
explanation .......................................................................................................................
..........................................................................................................................................
[2]
(e) Calculate the average speed for the whole journey. Your answer must include the unit.
[Total: 11]
6 A manometer is being used to measure the pressure of the gas in a container, as shown in For
Fig. 6.1. Examiner’s
Use
container of gas
3 cm
oil
(a) (b)
before after
Fig. 6.1
(a) The appearance of the oil in the manometer before connecting it to the container is
shown in Fig. 6.1(a).
Explain why the oil levels are the same in both limbs of the manometer.
..........................................................................................................................................
...................................................................................................................................... [1]
(b) Fig. 6.1(b) shows the oil levels after connecting to the container.
By how much does the gas pressure in the container differ from atmospheric pressure?
Tick one box.
(c) When the gas in the container is heated, the pressure rises. For
Examiner’s
(i) What happens to the oil level Use
(ii) Explain, in terms of molecules, why the pressure of the gas rises when it is heated.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
[Total: 6]
7 The apparatus in Fig. 7.1 is producing a visible spectrum from a filament lamp (white light For
source). Examiner’s
Use
screen
glass
prism
glass
lens
Y
visible spectrum
filament lamp
(white light source)
Fig. 7.1
(a) Which two things is the lens in Fig. 7.1 doing to the light?
refracting
reflecting
converging
diverging [2]
(b) Which two things is the prism in Fig. 7.1 doing to the light?
diffracting
dispersing
focusing
refracting [2]
(c) Which colour light will be seen at point X, at the bottom edge of the visible spectrum?
...................................................................................................................................... [1]
(d) A sensitive thermometer shows a small rise in temperature when held at point Y, just For
above the top edge of the visible spectrum. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
[2]
[Total: 7]
8 (a) Fig. 8.1 is a ray diagram of parallel rays passing through a lens. For
Examiner’s
Use
A B
P F
Fig. 8.1
..................................................................................................................................
..................................................................................................................................
[2]
(b) Fig. 8.2 is another drawing of the same lens as in Fig. 8.1, with an object AX placed in
front of it.
A P F
Fig. 8.2
(i) On Fig. 8.2, draw two rays to locate the image of point X. Label this point Z.
(ii) On Fig. 8.2, draw in the image of AX, and label it “image”.
[4]
[Total: 6]
9 (a) Which electrical quantity is described as “the flow of charge”? Tick one box. For
Examiner’s
current Use
electromotive force
potential difference
power
resistance [1]
(b) Fig. 9.1 shows a circuit in which switch S is open. The battery and ammeter have
resistances that can be ignored.
12 V
A
16 1 81
S
Fig. 9.1
(i) Switch S is closed.
Calculate
1. the combined resistance of the two resistors,
10 The circuit for adjusting the brightness of the lamp in the display panel of a car is shown in For
Fig. 10.1. Examiner’s
Use
B
S
brightness
control
12 V
panel
lamp
Fig. 10.1
The brightness control is uniformly wound with resistance wire and has a sliding contact S.
(a) State the name of the component used as the brightness control.
...................................................................................................................................... [1]
(b) State the potential difference across the panel lamp when
(c) Describe what happens to the brightness of the lamp as S is moved from A to B.
..........................................................................................................................................
...................................................................................................................................... [2]
[Total: 5]
11 (a) Fig. 11.1 shows the cross-section of a horizontal wire carrying a current. The wire is For
positioned between the poles of a large horseshoe magnet. Examiner’s
Use
current-carrying
wire
S N
Fig. 11.1
The wire is perpendicular to the page and the direction of the current is into the page.
There is a force on the wire due to the current being in a magnetic field. This magnetic
force balances the weight of the wire.
In which direction is the magnetic force on the wire? Tick one box.
(b) Two pieces of bare wire are fixed to terminals on a wooden board. A third piece of bare For
wire X rests on the other two and is free to move. Examiner’s
Use
fixed bare
wires X
Fig. 11.2
On Fig. 11.2, show how you would use the battery and the magnet to make X move
along the two fixed wires. [3]
[Total: 4]
In the right-hand column, state whether the particle has a positive charge or a negative
charge or no charge.
proton [2]
electron [2]
neutron [2]
[Total: 8]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 21
B marks are independent marks, which do not depend on any other marks. For a B mark to be
scored, the point to which it refers must actually be seen in the candidate's answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory method marks which can be scored even if the points to which they
refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it, e.g. if an equation carries a C mark and the
candidate does not write down the actual equation but does correct working which
shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one of
the ways which allow a C mark to be scored.
c.a.o. means “correct answer only”.
e.c.f. means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
e.e.o.o. means “each error or omission”.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR/or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit.
Significant figures
Answers are acceptable to any number of significant figures ≥ 2, except if specified
otherwise, or if only 1 sig.fig. is appropriate.
Units Incorrect units are not penalised, except where specified. More commonly, marks are
allocated for specific units.
Fractions These are only acceptable where specified.
Extras Ignore extras in answers if they are irrelevant; if they contradict an otherwise correct
response or are forbidden by mark scheme, use right + wrong = 0.
Ignore Indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
1 (a) 15 ±1 (cm3) B1
(d) chemical B1
[Total: 7]
(d) (i) moves to the right (or equivalent e.g. goes higher/up/rises) B1
(ii) 30 (km) B1
(ii) PF B1
9 (a) current B1
(b) (i) 1. R1 + R2 OR 16 + 8 C1
24 (Ω) A1
2. V = I R in any form OR V / R C1
12 / 24 e.c.f. 1. C1
0.5 A1
A/amp/ampere(s) B1
2. 12 V B1
[Total: 9]
(ii) 12 (V) B1
(ii) electron B1
[Total: 8]
PHYSICS 0625/31
Paper 3 Extended May/June 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together. 3
The number of marks is given in brackets [ ] at the end of each question or part
question. 4
10
11
Total
DC (SJF/CGW) 58285/4
© UCLES 2013 [Turn over
2
...................................................................................................................................... [1]
(b) The density of aluminium is 2.70 g / cm3. The thickness of a rectangular sheet of
aluminium foil varies, but is much less than 1 mm.
A student wishes to find the average thickness. She obtains the following measurements.
(c) Another student, provided with a means of cutting the sheet, decides to find its average
thickness using a single measuring instrument. Assume the surfaces of the sheet are
perfectly smooth.
.............................................................................................................................. [1]
(ii) Describe the procedure she should follow to obtain an accurate value of the For
average thickness of the sheet. Examiner’s
Use
Details of how to read the instrument are not required.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
[Total: 9]
(b) A small metal ball is projected into the air with a velocity of 40 m / s vertically upwards.
The graph in Fig. 2.1 shows how the velocity changes with time until the ball reaches its
maximum height.
40
velocity
m/s
20
0
0 1.0 2.0 3.0 4.0 5.0 6.0
time / s
–20
–40
Fig. 2.1
(i) the time at which the ball reaches its maximum height,
(c) On Fig. 2.1, add a line to the graph to show how the velocity of the ball changes after it
reaches its maximum height. Your line should extend to time 6.0 s. [1]
[Total: 8]
3 Fig. 3.1 shows the descent of a sky-diver from a stationary balloon. For
Examiner’s
Use
2000 m
sky-diver
parachute
500 m
(ii) The kinetic energy at 500 m is not equal to the loss of gravitational potential energy. For
Explain why there is a difference in the values. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(b) State
(i) what happens to the air resistance acting on the sky-diver during the fall from
2000 m to 500 m,
.............................................................................................................................. [1]
(ii) the value of the air resistance during the fall from 400 m to ground.
[Total: 7]
4 Fig. 4.1 shows a cross-section of a double-walled glass vacuum flask, containing a hot liquid. For
The surfaces of the two glass walls of the flask have shiny silvered coatings. Examiner’s
Use
silvered
surfaces
vacuum
hot liquid
Fig. 4.1
(a) Explain
(i) why the rate of loss of thermal energy through the walls of the flask by conduction
is very low,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
(ii) why the rate of loss of thermal energy through the walls of the flask by radiation is
very low.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(b) Suggest, with reasons, what must be added to the flask shown in Fig. 4.1 in order to For
keep the liquid hot. Examiner’s
Use
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 6]
5 (a) On a hot day, sweat forms on the surface of a person’s body and the sweat evaporates. For
Examiner’s
Explain, in terms of the behaviour of molecules, Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
(b) The temperature of a person of mass 60 kg falls from 37.2 °C to 36.7 °C.
(i) Calculate the thermal energy lost from the body. The average specific heat capacity
of the body is 4000 J / (kg °C).
(ii) The cooling of the body was entirely due to the evaporation of sweat. For
Examiner’s
Calculate the mass of sweat which evaporated. The specific latent heat of Use
vaporisation of sweat is 2.4 × 106 J / kg.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(b) Fig. 6.1 shows a flask connected to a pump and also to a manometer containing
mercury.
to pump
manometer
250 mm
flask
Fig. 6.1
The pump has been operated so that the mercury levels differ, as shown, by 250 mm.
The density of mercury is 13 600 kg / m3.
(i) Calculate the pressure, in Pa, due to the 250 mm column of mercury.
[Total: 7]
7 Fig. 7.1 shows the principal axis PQ of a converging lens and the centre line XY of the lens. For
Examiner’s
Use
P Q
Fig. 7.1
An object 2.0 cm high is placed 2.0 cm to the left of the lens. The converging lens has a
focal length of 3.0 cm.
(a) On Fig. 7.1, draw a full-scale diagram to find the distance of the image from the lens, For
and the height of the image. Examiner’s
Use
(b) State and explain whether the image in (a) is real or virtual.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 6]
8 (a) State the range of frequencies of sound which can be heard by a healthy human ear. For
Examiner’s
...................................................................................................................................... [1] Use
(b) Compressions and rarefactions occur along the path of sound waves.
(i) a compression,
..................................................................................................................................
..................................................................................................................................
(ii) a rarefaction.
..................................................................................................................................
..................................................................................................................................
[2]
.............................................................................................................................. [1]
.............................................................................................................................. [1]
(d) A student carries out an experiment to find the speed of sound in air.
He stands facing a high cliff and shouts. He hears the echo 1.9 s later.
He then walks 250 m further away from the cliff and shouts again, hearing the echo 3.5 s
later.
[Total: 8]
© UCLES 2013 0625/31/M/J/13
17
9 Fig. 9.1 shows the circuit that operates the two headlights and the two sidelights of a car. For
Examiner’s
A Use
1
2
3
Fig. 9.1
Two of the lamps have resistances of 4.0 Ω when lit. The other two lamps have resistances of
12 Ω when lit. Switch A can be connected to positions 1, 2 or 3.
(b) (i) State the potential difference across each lamp when lit.
(c) Show, with reasons for your answer, which type of lamp, 4.0 Ω or 12 Ω, has the higher
power.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [3]
[Total: 7]
10 (a) Fig. 10.1 shows the cross-section of a wire carrying a current into the plane of the paper. For
Examiner’s
Use
Fig. 10.1
On Fig. 10.1, sketch the magnetic field due to the current in the wire. The detail of your
sketch should suggest the variation in the strength of the field. Show the direction of the
field with arrows. [3]
S B
axis
A C
N
X
Y D
Fig. 10.2
A loop of wire ABCD is placed between the poles of a magnet. The loop is free to rotate
about the axis shown. There is a current in the loop in the direction indicated by the
arrows.
(i) On Fig. 10.2, draw arrows to show the directions of the forces acting on side AB
and on side CD of the loop. [1]
(ii) With the loop in the position shown in Fig. 10.2, explain why the forces on AB and For
CD cause the loop to rotate about the axis. Examiner’s
Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(iii) The ends X and Y of the loop are connected to a battery using brushes and a split-
ring commutator.
State why a split-ring commutator is used.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 7]
(b) As α-particles and β-particles pass through a gas, molecules of the gas become ionised.
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Fig. 11.1 shows a beam of α-particles and a beam of β-particles in a vacuum. The
beams are about to enter a region in which a very strong magnetic field is acting. The
direction of the magnetic field is into the page.
_-particles
`-particles
uniform
magnetic field
Fig. 11.1
(i) Suggest why the paths of the particles in the magnetic field are curved.
.............................................................................................................................. [1]
(ii) Sketch the paths of both types of particle in the magnetic field. [3]
[Total: 8]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible.
Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been
included, the publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 31
M marks are method marks upon which further marks depend. For an M mark to be scored, the
point to which it refers must be seen in a candidate's answer. If a candidate fails to score
a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored,
the point to which it refers must be seen specifically in the candidate’s answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally
awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong
approach. In these rare circumstances, do not award the A marks, but award C marks on
their merits. However, correct numerical answers with no working shown gain all the
marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, beware of and do not allow ambiguities, accidental
or deliberate: e.g. spelling which suggests confusion between reflection / refraction /
diffraction / thermistor / transistor / transformer.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.
e.c.f. meaning ‘error carried forward’ is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an
incorrect value forward to subsequent stages of working, marks indicated by ecf may be
awarded, provided the subsequent working is correct, bearing in mind the earlier
mistake. This prevents a candidate being penalised more than once for a particular
mistake, but only applies to marks annotated e.c.f.
Significant Figures
Answers are normally acceptable to any number of significant figures ù 2. Accept
answers that round to give the correct answer to 2 s.f. Any exceptions to this general rule
will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from a final answer that would
otherwise gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because given or
previously calculated data has clearly been misread but used correctly.
(ii) check zero of device used / cut sheet into several pieces / detail of how to use
device / fold sheet B1
[Total 9]
[Total 8]
(ii) 920 N B1
[Total 7]
[Total 6]
(ii) evaporation OR heat/(thermal) energy needed for evaporation leaves sweat cooler B1
fast(er) molecules/high(er) energy molecules escape
OR slow(er) molecules left behind B1
heat flows from body to warm the sweat (so body cools) B1
[Total 7]
6 (a) (i) (pressure =) force/area OR force per unit area OR (P =) F/A with symbols
explained B1
[Total 7]
[Total 6]
(b) (i) (region) where air layers/molecules/particles are pushed together/moved together/
closer (than normal)
OR (region) where (air) pressure raised/air (more) compressed/more dense B1
(ii) (region) where air layers/molecules are pushed apart/far(ther) apart (than normal)
OR (region) where (air) pressure reduced/air expanded B1
(c) (i) (sound is) loud(er) OR volume (of sound is) increased B1
[Total 8]
(b) (i) 12 V B1
[Total 7]
(ii) forces on AB and CD are opposite OR up and down and separated / not in same
line (so cause rotation)
OR have moments in same sense / direction
OR cause couple / torque B1
[Total 7]
[Total 8]
PHYSICS 0625/51
Paper 5 Practical Test May/June 2013
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 3 0 5 5 2 8 5 9 4 9 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
DC (RW/CGW) 58675/3
© UCLES 2013 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2013 0625/51/CI/M/J/13
3
1 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(iii) Paper towel (candidates will tip the block over during the experiment. The paper towel is to
prevent damage to the block). See note 1.
Notes
1. The paper towel should be taped to the bench as shown in Fig. 1.1.
tape tape
Fig. 1.1
2. If the bench has a rounded edge, the paper towel should be taped to a board with a flat edge.
Action at changeover
None.
2 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) 250 cm3 beaker, with the 200 cm3 level clearly marked and labelled.
(iv) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates will be required
to take readings at 30 s intervals. They may use their own wristwatch facility if they wish. The
question will refer to a stopclock.
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The candidates will be
required to refill the beaker with 200 cm3 of hot water during the experiment. The water should be
maintained at a temperature as hot as is reasonably possible.
2. Candidates should be warned of the dangers of burns or scalds when using very hot water.
3. The clamp, boss and stand are to be set up with the thermometer held in the clamp. The candidates
must be able easily and safely to read temperatures up to 100 °C and to move the thermometer in
and out of the water without the danger of the beaker tipping. The candidates must be able easily
and safely to remove the thermometer from the clamp.
Action at changeover
Replace the thermometer in the clamp. Empty the beaker. Check the supply of hot water.
3 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are using a power supply with
a variable output voltage, the voltage setting should be set by the Supervisor and fixed (e.g.
taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V (see note 2).
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 3.1 with a minimum
precision of 0.02 A (see note 2).
(iv) Switch. The switch may be an integral part of the power supply.
(v) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled A, the other end is to be labelled B.
(vi) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 3.1.
(vii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(viii) Sufficient connecting leads to set up the circuit shown in Fig. 3.1.
Notes
power
supply
A B
C
resistance wire
taped to a
metre rule
V
Fig. 3.1
2. Either analogue or digital meters would be suitable. Any variable settings should be set by the
Supervisor and fixed (e.g. taped).
Action at changeover
4 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) Sheet of plain A4 paper with a hole in one corner (one per candidate). Some spare sheets
should be available.
(vii) Treasury tag or string (to be used by the candidate to tie the ray-trace sheet into the question
paper, one per candidate).
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of paper.
Action at changeover
Supply a sheet of plain paper, as in (ii) above. Supply a treasury tag or string, as in (vii) above.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is required to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
DC (RW/CGW) 58672/4
© UCLES 2013 [Turn over
2
d
A B
D C
(a) Measure and record the height h, width w and depth d of your transparent block.
h = ......................................................
w = ......................................................
d = ......................................................
[2]
(b) Place the block in the space below with the smallest face in contact with the paper. For
Carefully draw round the outline, as shown in Fig. 1.2. Remove the block from the paper. Examiner’s
Use
(i) Label the corners of your outline A, B, C and D, as shown in Fig. 1.2.
(iii) Measure and record the angle α between lines AD and AC.
α = .................................................. [1]
(c) Place the block on the paper towel at the edge of the bench, as shown in Fig. 1.3. For
Examiner’s
Use
A B paper towel
0
10 2
0 30
40
50
60
C
70
80 90 100 110
D
12
01
30
14
protractor 160
50
01
bench
180
170
Fig. 1.3
(i) Hold the protractor next to face ABCD of the block as shown in Fig. 1.3. Gently
push the top of the block (as indicated in Fig. 1.3) until the block tips over.
(ii) Record the angle θ, between side BC of the block and the vertical line on the
protractor, when the block just starts to tip over.
θ = .................................................. [1]
(iii) Repeat steps (i) and (ii) a suitable number of times for this experiment. Record the
readings in the space below.
[2]
(iv) Calculate the average θav of all your values for θ. Show your working. Give your
value of θav to a suitable number of significant figures for this experiment.
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 10]
θR = .................................................. [1]
(b) You are provided with a supply of hot water. Pour 200 cm3 of hot water into the beaker.
Place the thermometer into the beaker of hot water, as shown in Fig. 2.1.
thermometer
water
Fig. 2.1
(c) (i) When the thermometer reading stops rising, measure the temperature θ of the
water in the beaker and immediately start the stopclock. Record θ in Table 2.1 at
time t = 0 s.
(ii) Record in the table the time t and the temperature θ of the water every 30 s until
you have a total of seven readings. [3]
Table 2.1
t/ θ/ d/
(d) Remove the thermometer from the beaker and the clamp. For
Examiner’s
(i) Measure and record in the table the distance d from the bottom end of your Use
thermometer to the position of the first temperature reading in the table. Fig. 2.2
shows a measurement of d being made for a temperature of 81 °C. You must use
your own temperature reading and thermometer.
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.2
(ii) Measure d for all the other temperature readings. Record your values in the table.
[1]
(e) A student carried out this experiment and plotted a graph of θ against d. A sketch of the For
graph obtained is shown in Fig. 2.3. Examiner’s
Use
80
Ƨ / °C
0
0 d / cm
Fig. 2.3
(i) Explain how the graph line shows that θ is not directly proportional to d.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[2]
(iii) Describe briefly the method you would use to determine, as accurately as possible,
the distance between the 1 °C marks on the thermometer.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 10]
BLANK PAGE
power
supply
A
x
A B
C
resistance wire
Fig. 3.1
(a) (i) Switch on. Measure, and record in Table 3.1, the current I in the circuit and the
potential difference V across a length x = 10.0 cm of the wire AB. Switch off.
V
(ii) Calculate the resistance R of 10.0 cm of the wire AB, using the equation R = .
I
Record this value of R in the table.
(iv) Repeat steps (i) and (ii) with values of x equal to 30.0 cm, 50.0 cm, 70.0 cm and
90.0 cm.
Table 3.1
x/ V/ I/ R/
10.0
30.0
50.0
70.0
90.0
[3]
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .................................................. [3]
[Total: 10]
4 In this experiment, you will investigate the position of the image in a plane mirror. For
Examiner’s
Carry out the following instructions referring to Fig. 4.1. Use
hole
B
M R
P2
L
P1
Fig. 4.1
(a) Draw a line 10.0 cm long near the middle of the ray-trace sheet. Label the line MR. Draw For
a normal to this line that passes through its centre. Label the normal NL. Label the point Examiner’s
at which NL crosses MR with the letter B. Use
(b) Draw a line 8.0 cm long from B at an angle of incidence i = 30° to the normal below MR
and to the left of the normal. Label the end of this line A.
(e) Place the reflecting face of the mirror vertically on the line MR.
(f) View the images of pins P1 and P2 from the direction indicated by the eye in Fig. 4.1.
Place two pins P3 and P4 some distance apart so that pins P3 and P4, and the images of
P2 and P1, all appear exactly one behind the other. Label the positions of P3 and P4.
(g) Remove the pins and the mirror and draw the line joining the positions of P3 and P4.
Continue the line until it crosses MR and extends at least 8.0 cm beyond MR.
(h) Replace pin P1 on line AB in the same position as in (c), at a distance 7.0 cm from B.
(i) Place pin P2 1.0 cm to the right of its position in part (d).
(k) Label with a Y the point where the two lines beyond MR cross.
(l) (i) Draw a line from P1 to MR that meets MR at a right angle. Measure and record the
length a of this line.
a = ......................................................
(ii) Draw a line from the point labelled Y to MR that meets MR at a right angle. Measure
and record the length b of this line.
b = ......................................................
[2]
(m) A student suggests that the length a should be equal to the length b.
State whether your results support this suggestion. Justify your statement by reference
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
(n) Suggest a precaution that you took, when placing the pins, in order to obtain reliable For
results. Examiner’s
Use
..........................................................................................................................................
...................................................................................................................................... [1]
Tie your ray-trace sheet into this Booklet between pages 12 and 13. [5]
[Total: 10]
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 51
[Total: 10]
table:
s, oC, cm or mm [1]
correct t values 0, 30, 60, 90, 120, 150, 180 [1]
temperatures decreasing [1]
evidence of temperatures to at least 1 oC [1]
d values realistic and relating to temperatures [1]
[Total: 10]
3 (a) table:
all V to at least 1 d.p. and < 3 V [1]
all I to at least 2 d.p. and < 1 A [1]
R values correct [1]
(b) graph:
axes correctly labelled [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement AND thin, continuous line [1]
[Total: 10]
4 ray trace:
normal drawn at centre of MR [1]
incident ray at 30o (± 1o) [1]
first P3P4 at least 5 cm apart [1]
reflected rays in correct positions and neat [1]
construction lines to X correct [1]
[Total: 10]
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2013
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
DC (RW/CGW) 58670/3
© UCLES 2013 [Turn over
2
d
A B
D C
(a) (i) On Figs. 1.1 and 1.2, measure the height h, width w and depth d of the block.
h = ......................................................
w = ......................................................
d = ......................................................
[2]
(iii) Measure and record the angle α between lines AD and AC.
α = .................................................. [1]
(b) A student places the block on the edge of the bench, as shown in Fig. 1.3. For
Examiner’s
Use
A B
0
10 2
0 30
40
50
60
C
70
80 90 100 110
D
12
01
30
14
protractor 160
50
01
bench
180
170
Fig. 1.3
He holds the protractor next to face ABCD of the block, as shown in Fig. 1.3. He gently
pushes the top of the block (as indicated in Fig. 1.3) so that the block tips over.
He records the angle θ between side BC of the block and the vertical line on the
protractor. The angle θ is when the block just tips over. He repeats this procedure a
suitable number of times.
Suggest the number of measurements of θ that you think would be suitable for this
experiment.
(c) The student calculates the average value θav of all his values for θ.
20°
θav = ......................................................
He suggests that θav should be equal to α. State whether the results support this
suggestion. Justify your statement by reference to the results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 7]
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.1
θR = .................................................. [1]
A student pours hot water into a beaker. She measures the temperature θ of the water
in the beaker every 30 s. The readings are shown in Table 2.1.
Table 2.1
t/ θ/ d/
0 80
30 74
60 69
90 65
120 63
150 61
180 60
(b) (i) Using Fig. 2.2, measure, and record in the table, the distance d from the end of the
thermometer to the position of the liquid in the thermometer at the first temperature
reading in the table.
d
°C
-10
10
20
30
40
50
60
70
80
90
100
110
Fig. 2.2
(ii) Repeat the measurement in (b)(i) for all the other temperature readings. [2]
(c) The student plotted a graph of θ against d. A sketch of the graph obtained is shown in For
Fig. 2.3. Examiner’s
Use
80
Ƨ / °C
0
0 d / cm
Fig. 2.3
(i) Explain how the graph line shows that θ is not directly proportional to d.
..................................................................................................................................
.............................................................................................................................. [1]
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[1]
(d) Determine, as accurately as possible, the distance x between the 1 °C marks on the
thermometer shown in Fig. 2.2. Show your working.
x = .................................................. [3]
[Total: 9]
© UCLES 2013 0625/61/M/J/13 [Turn over
6
power
supply
A
x
A B
C
resistance wire
Fig. 3.1
A student moves contact C to give a range of values of the length x. For each length x, the
current I and potential difference V are measured and recorded in Table 3.1.
(a) (i) Calculate the resistance R of 10.0 cm of the resistance wire using the equation
V
R = . Record this value of R in the table.
I
(ii) Repeat step (i) for each of the other values of x.
Table 3.1
x/ V/ I/ R/
10.0 0.20 0.33
30.0 0.60 0.33
50.0 1.01 0.32
70.0 1.41 0.33
90.0 1.81 0.33
[3]
[5]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = .................................................. [3]
[Total: 11]
4 The IGCSE class is investigating the position of the image in a plane mirror. For
Examiner’s
A student’s ray-trace sheet is shown in Fig. 4.1. Use
B
M R
P2 P3 C
L
P4 D
P1
Fig. 4.1
The line MR shows the position of a plane mirror. NL is the normal at the centre of the mirror. For
Examiner’s
AB marks the position of an incident ray. Use
The student pushes two pins, P1 and P2 into this line. She views the images of pins P1 and
P2 from the direction indicated by the eye in Fig. 4.1.
She places two pins P3 and P4 some distance apart so that pins P4 and P3, and the images
of P2 and of P1, all appear exactly one behind the other. The positions of P3 and P4 are
labelled.
(a) Draw in the line joining the positions of P3 and P4. Continue the line until it crosses MR
and extends at least 8.0 cm beyond MR. [1]
(b) The student repeats the procedure without moving pin P1 but using a different angle of
incidence. On Fig. 4.1, the new positions of pins P3 and P4 are marked C and D.
(i) Draw in the line joining the positions C and D. Continue the line until it extends at
least 8.0 cm beyond MR.
(ii) Label with a Y the point where the two lines beyond MR cross. [1]
(c) (i) Draw a line from P1 to MR that meets MR at a right angle. Measure and record the
length a of this line.
a = ......................................................
(ii) Draw a line from the point labelled Y to MR that meets MR at a right angle. Measure
and record the length b of this line.
b = ......................................................
[2]
(d) A student suggests that the length of a should equal the length of b.
State whether your results support this suggestion. Justify your statement by reference
to your results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
(e) Suggest a precaution that you would take, when placing the pins, in order to obtain
reliable results.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 7]
5 The IGCSE class is determining the mass of a load X using a balancing method. For
Examiner’s
Fig. 5.1 shows the apparatus. Use
90.0 cm
mark
Fig. 5.1
The centre of the load X is fixed at the 90.0 cm mark on the rule.
A student uses a range of values of the mass m and determines the distance d from the
pivot where the mass must be placed to balance the rule.
The readings are shown in Table 5.1.
Table 5.1
m/g d / cm
40 30.2
50 23.9
60 20.0
70 17.1
80 15.1
(a) Calculate the distance x between the centre of the load X and the centre of the rule.
x = .................................................. [1]
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Using each set of readings and the value of x, the student calculates values for the For
mass of the load X. Examiner’s
Use
Use these results to calculate an average value for the mass of X and give it to a suitable
number of significant figures for this type of experiment.
Suggest one practical difficulty and one way to try to overcome the difficulty. You may
draw a diagram, if you wish.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
[2]
[Total: 6]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2013 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2013 0625 61
[Total: 7]
(b) table:
d values 11.9, 11.3, 10.8, 10.4, 10.2, 10.0, 9.9 [1]
all d values to nearest mm [1]
s, oC, cm or mm [1]
[Total: 9]
3 (a) table:
R values correct 0.61, 1.82, 3.16, 4.27, 5.48 [1]
all R values to 2 or 3 significant figures [1]
cm, V, A, Ω [1]
(b) graph:
axes correctly labelled [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement [1]
single, thin, continuous line [1]
[Total: 11]
4 on ray trace:
one line drawn accurately through P3P4 or CD [1]
both lines in correct place, neat, thin and intersecting [1]
normals Y to MR and P1 to MR correct [1]
b = 55 – 65 (mm) [1]
[Total: 7]
[Total: 6]
PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2013
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8694020048*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
IB13 11_0625_11/5RP
© UCLES 2013 [Turn over
2
1 A student uses a ruler to measure the length and the width of a small rectangular metal plate.
metal plate
length width
0 1 2 3 4 5 0 1 2 3 4 5
cm cm
2 The diagram shows the speed / time graph for a train as it travels along a track.
R
speed
P
Q
S T
0
0 time
For which part of the graph is the train’s speed changing at the greatest rate?
A PQ B QR C RS D ST
4 Which is the unit for force and which is the unit for weight?
force weight
A kg kg
B kg N
C N kg
D N N
What happens to the mass and to the weight of the liquid in the cup?
mass weight
A decreases decreases
B decreases stays the same
C stays the same decreases
D stays the same stays the same
6 Four rectangular blocks, P, Q, R and S are shown. Each block is labelled with its size and its
mass.
P Q
2.0 cm 10 g 2.0 cm 10 g
2.0 cm 2.0 cm
2.0 cm 3.0 cm
R S
2.0 cm 20 g 2.0 cm 20 g
2.0 cm 2.0 cm
4.0 cm 2.0 cm
Which list contains only properties that can be changed by the action of the force?
8 A box is being moved by a fork-lift truck. The total weight of the box is 3000 N.
The force exerted by the fork-lift truck on the box is 3500 N upwards.
A 500 N downwards
B 500 N upwards
C 6500 N downwards
D 6500 N upwards
9 Some energy sources are reliably available at all times, and some are not.
high shelf
box
low shelf
Which action involves the woman in doing the least amount of work?
11 A drawing pin (thumb tack) has a sharp point and a flat end.
How do the pressure and the force at the sharp point compare with the pressure and the force at
the flat end?
A greater than at the flat end greater than at the flat end
B greater than at the flat end less than at the flat end
C the same as at the flat end greater than at the flat end
D the same as at the flat end less than at the flat end
12 The diagrams show four divers at the bottom of four different swimming pools.
Two swimming pools contain fresh water and two contain salt water. Fresh water is less dense
than salt water.
A B C D
gas
A The gas molecules collide with the inside of the jar more often as the temperature increases.
B The gas molecules move more slowly as the temperature increases.
C The pressure of the gas decreases as the temperature increases.
D The pressure of the gas is higher at the top of the jar than at the bottom of the jar.
14 A block of ice cream is prevented from melting by wrapping it in newspaper soaked in water. The
water evaporates from the newspaper.
Which molecules escape from the water and what happens to the average speed of the water
molecules that remain in the newspaper?
15 Equal masses of two different liquids are heated using the same heater. The graph shows how
the temperature of each liquid changes with time.
temperature
liquid 1
liquid 2
0
0 time
16 A wooden wheel can be strengthened by putting a tight circle of iron around it.
wooden wheel
iron circle
Which action would make it easier to fit the circle over the wood?
17 A man goes into a cold room and switches on a heater. The man then stands one metre away
from the heater. He feels warmer almost immediately.
room
heater
How is thermal energy transferred from the heater to the man so quickly?
18 A rod is made half of glass and half of copper. Four pins, A, B, C and D are attached to the rod
by wax. The rod is heated in the centre as shown.
glass copper
19 Which row shows an example of a transverse wave and an example of a longitudinal wave?
transverse longitudinal
A light radio
B radio sound
C sound water
D water light
20 A boy throws a small stone into a pond. Waves spread out from where the stone hits the water
and travel to the side of the pond.
The boy notices that eight waves reach the side of the pond in a time of 5.0 s.
21 The table gives common uses for three types of electromagnetic wave.
22 The diagram shows a ray of light passing through a semicircular glass block into air.
air
glass
P
ray of
light
Which row gives the correct name for angle P and states how angle P compares with the critical
angle?
23 Which diagram shows how an image of an object is formed on a screen by a converging lens?
A B
object object
screen screen
C D
object object
screen screen
24 When the volcano Krakatoa erupted in 1883, it was heard 5000 km away.
Which statement about the sound from the volcano is not correct?
A If such a loud sound were to be made today, an astronaut orbiting in space (a vacuum) at a
height of 400 km could hear it.
B People further from the volcano heard the sound later than people nearer to the volcano.
C The amplitude of the sound waves would have been smaller further from the volcano.
D The sound was very loud because a lot of energy was transferred to vibrations of the air.
25 A loudspeaker on a boat produces a pulse of sound in the sea. The echo of the pulse is received
back at the boat after 3.0 s. The depth of the sea under the boat is 2250 m.
boat
pulse of
sound
sea bed
(not to scale)
From this information, what is the speed of sound in the sea water?
Which row shows whether iron and steel are hard or soft magnetic materials?
iron steel
A hard hard
B hard soft
C soft hard
D soft soft
29 A student wishes to measure first the electromotive force (e.m.f.) of a battery, and then the
potential difference (p.d.) across a resistor.
She has the resistor, the battery and some connecting wires.
30 Two similar balloons hang side by side, on insulating threads, a short distance apart. They are
both rubbed with the same dry cloth and become charged.
A B C D
31 When the thermistor in the circuit below is heated, the current in the lamp increases.
Underneath each diagram is a statement about the total resistance of each pair of resistors.
A B
2Ω 5Ω
2Ω 1Ω
The total resistance is 4 Ω. The total resistance is between 1 Ω and 5 Ω.
C D
10 Ω 20 Ω
5Ω 10 Ω
The total resistance is less than 5 Ω. The total resistance is more than 20 Ω.
lamp 2
switch S
relay
lamp 1
When switch S is closed, the relay operates. What is the state of the lamps?
lamp 1 lamp 2
A on on
B on off
C off on
D off off
34 The diagram shows the connections to an electric heater. Three fuses have been added to the
circuit.
heating element
plastic
fuse 1 case
live
fuse 3
fuse 2
neutral heater
35 Which diagram shows a movement that will not produce the changing magnetic field needed to
induce an e.m.f. in the coil?
N S
A moving a magnet and a coil towards each other
at the same speed
N S
moving a magnet and a coil in the same direction
B at the same speed
N S
C moving a magnet away from a fixed coil
N S
D moving a coil away from a fixed magnet
coil
magnet S N magnet
NP NS
A 50 1000
B 240 48 000
C 480 24
D 2000 100
filament
(cathode) anode + cathode-ray tube
current I
power
supply
– +
–
metal
plates
39 A radioactive substance emits a particle from the nucleus of one of its atoms. The particle
consists of two protons and two neutrons.
A α-emission
B β-emission
C γ-emission
D nuclear fission
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0625 11
Question Question
Key Key
Number Number
1 B 21 B
2 C 22 B
3 A 23 C
4 D 24 A
5 A 25 C
6 B 26 C
7 D 27 B
8 B 28 D
9 B 29 D
10 D 30 B
11 C 31 C
12 A 32 C
13 A 33 A
14 C 34 C
15 B 35 B
16 B 36 A
17 D 37 A
18 C 38 D
19 B 39 A
20 C 40 D
PHYSICS 0625/21
Paper 2 Core October/November 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
DC (NH/SW) 64825/7
© UCLES 2013 [Turn over
2
1 A wind turbine can be seen through the window of the IGCSE Physics class laboratory, as For
shown in Fig. 1.1. Examiner’s
Use
Fig. 1.1
The blades on the wind turbine are turning slowly, so a student uses a laboratory stopclock
to time 40 rotations of the blades.
50 minutes 10
hand
45 15
seconds
40 hand 20
35 25
30
Fig. 1.2
(ii) Calculate the time, in seconds, for one rotation of the blades.
(b) Later in the day, the blades of the wind turbine are found to take 15 s to rotate once. For
Examiner’s
The tip of the blade travels in a circle of circumference 75 m. Use
[Total: 7]
(b) The density of water is much less than the density of mercury.
How does the mass of 35 cm3 of water compare with the mass of 35 cm3 of mercury?
(i) What happens to the mass of the mercury? Tick one box.
decreases
increases
(ii) What happens to the density of the mercury? Tick one box.
decreases
increases
[2]
[Total: 7]
...................................................................................................................................... [1]
A girl sits on one end of the plank, and a boy pushes down on the other end to keep the
plank horizontal. Fig. 3.1 shows this arrangement.
pivot
Fig. 3.1
(i) What two things can be said about the moments caused by the boy and by the girl?
1. ...............................................................................................................................
2. ...............................................................................................................................
[2]
(ii) There are four forces acting on the plank when it is in equilibrium. Three of the
forces are:
..................................................................................................................................
..................................................................................................................................
[2]
[Total: 5]
4 (a) State what is meant by the frequency of the vibration of a vibrating object. For
Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [2]
(b) Fig. 4.1 shows a tuning fork. Its frequency is indicated by the number on the handle.
512 Hz
handle B
Fig. 4.1
When the tuning fork is struck on a solid surface, the prongs A and B vibrate as indicated
by the arrows.
(i) Explain how a sound is produced and transmitted when the prongs are vibrating.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [3]
(ii) After the tuning fork was struck on the solid surface, the sound from the tuning fork
gradually gets quieter.
..................................................................................................................................
.............................................................................................................................. [1]
(iii) Another tuning fork is marked with 256 Hz, to indicate its frequency.
State how the sound from this tuning fork compares with the sound from the tuning
fork in Fig. 4.1.
..................................................................................................................................
.............................................................................................................................. [2]
[Total: 8]
5 The apparatus in Fig. 5.1 is used to investigate temperature rise when some water is heated. For
Examiner’s
+ Use
–
lagging heater
beaker
water
Fig. 5.1
(a) Name the instrument used to measure the temperature of the water.
...................................................................................................................................... [1]
..........................................................................................................................................
...................................................................................................................................... [1]
(c) Describe how the mass of the water may be determined, stating the apparatus you
would use.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [4]
(d) The heater is switched on and eventually the water starts to boil.
State two things that may be observed about the water when it is boiling.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
[Total: 8]
6 (a) A ray of red light passes through a rectangular glass block, as shown in Fig. 6.1. For
Examiner’s
A Use
45°
glass block
B
26°
Fig. 6.1
..................................................................................................................................
(ii) On Fig. 6.1, the emergent ray is not drawn at the correct angle θ to the normal.
θ = ......................................................
[2]
(b) A ray of blue light is directed into a glass prism, as shown in Fig. 6.2. For
Examiner’s
screen Use
air air
no
rm
al
of
ray ght
li
blue
glass prism
Fig. 6.2
(i) Using your ruler, draw a possible path for the blue light, until it reaches the screen.
On Fig. 6.2, mark an X to show where the red light might hit the screen.
[3]
[Total: 5]
image
Fig. 7.1
(b) The following can be used to describe the image formed by a lens.
enlarged diminished
inverted upright
Put ticks in the boxes containing descriptions that apply to the image in Fig. 7.1. [3]
(c) On Fig. 7.1, draw one more ray from the top of the object to the top of the image. [1]
[Total: 6]
8 Fig. 8.1 shows the outline of a bar magnet. A compass needle is being used to show the For
magnetic field pattern around the bar magnet. The needle is a small, freely-pivoted magnet. Examiner’s
Use
N S
Fig. 8.1
(a) The compass is placed to the left of the N pole of the magnet. Its needle points in the
direction shown by the arrow.
Four other positions are indicated around the magnet, each marked by a circle.
In each circle, draw an arrow to indicate the direction in which the compass needle
would point at each of these positions. Other magnetic fields can be ignored. [4]
(b) Five pieces of metal are placed, in turn, near the S pole of the magnet.
In the table below tick the box that states what happens to each of the different metals.
An example has been given to help you.
attracted by repelled by
type of metal no effect
magnet magnet
gold ✓
aluminium
copper
iron
steel
[4]
[Total: 8]
9 Fig. 9.1 shows a series circuit. The resistances of the ammeter and of the battery may be For
ignored. Examiner’s
Use
6.0 V
reading
A
250 mA
X
Fig. 9.1
bell
fuse
relay
resistor
[1]
(c) Use values from Fig. 9.1 to calculate the resistance of component X. Give the unit.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
[Total: 11]
10 The transformer in Fig. 10.1 is to be connected to a circuit containing two electric motors. For
Examiner’s
240 V Use
primary secondary
coil coil
4800 turns
output
18 V
Fig. 10.1
(a) On Fig. 10.1, draw the two motors connected in parallel across the output of the
transformer. Use the circuit symbol M to represent each motor. [1]
(b) Calculate the number of turns needed in the secondary coil in order to supply 18 V.
(c) The motors are now connected in series across the output of the transformer.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]
11 A radiation detector is used to monitor the radiation from a radioactive source. A ratemeter For
records the number of counts per minute. Examiner’s
Use
(a) The source is brought close to the detector. The table below shows how the ratemeter
reading varies with time.
(i) The bottom row gives the count rate due only to the source.
(ii) From the table, estimate the half-life of the radioactive source.
(b) Even when the source is a long way from the detector, the ratemeter registers a reading
of 20 counts / min.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 4]
212
12 (a) How many protons are in the nucleus of an atom of 84Po? ............................ [1] For
Examiner’s
212 Use
(b) How many neutrons are in the nucleus of an atom of 84Po? .......................... [1]
212
(c) (i) How many electrons are in a neutral atom of 84Po? ...............................
..................................................................................................................................
[2]
212
(d) When a nucleus of 84Po decays by emitting an alpha-particle, it becomes a nucleus of
lead (Pb).
X = ..........................
Y = ..........................
[2]
[Total: 6]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0625 21
B marks are independent marks, which do not depend on any other marks. For a B mark to be
scored, the point to which it refers must actually be seen in the candidate's answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory method marks which can be scored even if the points to which they
refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it, e.g. if an equation carries a C mark and the
candidate does not write down the actual equation but does correct working which
shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one of
the ways which allow a C mark to be scored.
c.a.o. means “correct answer only”.
e.c.f. means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
e.e.o.o. means “each error or omission”.
o.w.t.t.e. means “or words to that effect”.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit.
Significant figures
Answers are acceptable to any number of significant figures ≥ 2, except if specified
otherwise, or if only 1 sig. fig. is appropriate.
Units Incorrect units are not penalised, except where specified. More commonly, marks are
allocated for specific units.
Fractions These are only acceptable where specified.
Extras Ignore extras in answers if they are irrelevant; if they contradict an otherwise correct
response or are forbidden by mark scheme, use right + wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
Not/NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
2 (a) (D = ) mass/volume C1
476/35 C1
13.6 OR 13 600 A1
g / cm3 OR kg / m3 B1
note: if value calculated, unit must agree with value)
(b) top box ticked (mass of water is less than mass of mercury) B1
[Total: 7]
(ii) 1. at pivot (however expressed) e.g. idea of where plank in contact with log B1
2. upwards accept up, vertically is insufficient B1
[Total: 5]
(b) (i) particles/air/solid vibrates/is moved OR prongs push/collide with air molecules B1
reference to/idea of (sound) waves B1
idea of pressure/longitudinal/compressions/rarefactions (transmitted through air) B1
(iii) pitch C1
lower pitch / octave lower ignore lower/less sound NOT louder/quieter A1
[Total: 8]
5 (a) thermometer B1
(c) balance OR scales, condone scale / weighing machine, accept measuring cylinder B1
find mass of empty beaker/container/apparatus, accept measure volume of water B1
find mass of beaker/container/apparatus + water, accept look up density of water B1
subtract the two masses, accept use M = D x V B1
note: allow weight/weigh instead of mass, ignore if subtraction gives negative mass
[Total: 8]
(ii) X marked above point where candidate’s blue light hits screen B1
[Total: 5]
(b) diminished B1
inverted B1
image distance less B1
(c) any correct ray with appropriate refraction either at centre line or at both surfaces B1
[Total: 6]
right B1
left B1
(b) no effect B1
no effect B1
attracts B1
attracts B1
[Total: 8]
9 (a) resistor B1
(ii) 6.0 V OR 6 V, unity penalty applies unless penalised in (i), no e.c.f. from (i) B1
(iii) 250 mA OR 0.25 A, unit penalty applies unless penalised in (i) or (ii) B1
(c) (R =) V/I C1
6/0.25 OR 6/250 C1
24 OR 0.024 A1
Ω OR ohm(s) OR kΩ (note: if value calculated, unit must agree with value) B1
(ii) increases B1
(iii) unchanged B1
accept no effect/none
[Total: 11]
12 (a) 84 B1
(b) 128 B1
(d) 208 B1
82 B1
[Total: 6]
PHYSICS 0625/31
Paper 3 Extended October/November 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
DC (NF/SW) 65162/6
© UCLES 2013 [Turn over
2
..................................................................................................................................... [1]
(b) Fig. 1.1 shows a graph of the stretching force F acting on a spring against the extension
x of the spring.
250
200
F /N
150
100
50
0
0 10 20 30 40 50 60 70 80
x / mm
Fig. 1.1
(i) State the features of the graph that show that the spring obeys Hooke’s law.
..................................................................................................................................
............................................................................................................................. [1]
k = ................................................... [3]
(iii) The limit of proportionality of the spring is reached at an extension of 50 mm. For
Examiner’s
Continue the graph in Fig. 1.1 to suggest how the spring behaves when the Use
(iv) Another spring has a smaller value of k. This spring obeys Hooke’s law for
extensions up to 80 mm.
On the grid of Fig. 1.1, draw a possible line of the variation of F with x for this
spring. [1]
[Total: 7]
It reaches a speed of 24 m / s in 60 s.
Calculate
(b) The train now travels with a constant speed of 24 m / s along a straight, horizontal track.
The total force opposing the motion due to friction and air resistance is 7.2 × 104 N.
(i) By considering the work done by the train’s engine in 1.0 s, calculate its output
power.
speed of 24 m / s.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [3]
[Total: 9]
3 (a) (i) Write down the names of three man-made devices in everyday use that depend, For
for their action, upon the moments of forces. Examiner’s
Use
1. ...............................................................................................................................
2. ...............................................................................................................................
3. ...............................................................................................................................
[2]
(ii) Fig. 3.1 shows a uniform rod AB acted upon by three equal forces F.
F F
A B
F
Fig. 3.1
1. ...............................................................................................................................
2. ...............................................................................................................................
[2]
(b) Fig. 3.2 shows a uniform rod PQ, supported at its centre and held in a horizontal position. For
The length of PQ is 1.00 m. Examiner’s
Use
1.00 m
0.30 m
P Q
12 N S
Fig. 3.2
A force of 12 N acts at a distance of 0.30 m from the support. A spring S, fixed at its
lower end, is attached to the rod at Q.
..................................................................................................................................
............................................................................................................................. [1]
[Total: 7]
4 (a) State the energy changes that take place when For
Examiner’s
(i) a cyclist rides down a hill without pedalling, Use
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3]
The total mass of the brakes is 4.5 kg. The average specific heat capacity of the
brake material is 520 J / (kg °C).
Calculate the rise in temperature of the brakes. Assume there is no loss of thermal
energy from the brakes.
5 One side of a copper sheet is highly polished and the other side is painted matt black. For
Examiner’s
The copper sheet is very hot and placed in a vertical position, as shown as in Fig. 5.1. Use
copper sheet
matt black side polished side
Fig. 5.1
A student places her hands at equal distances from the sheet, as shown in Fig. 5.1.
(a) Explain
..................................................................................................................................
............................................................................................................................. [1]
..................................................................................................................................
............................................................................................................................. [1]
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(c) It is suggested that one side of the copper sheet cools to a lower temperature than the
other side.
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
[Total: 6]
© UCLES 2013 0625/31/O/N/13 [Turn over
10
6 (a) Complete the following statements by writing appropriate words in the spaces. For
Examiner’s
The pressure of a gas in a sealed container is caused by the collisions of Use
An increase in the temperature of the gas increases the pressure because the
The force on the wall due to the gas is the pressure multiplied by the ..........................
(b) A mountaineer takes a plastic bottle containing some water to the top of a mountain.
He removes the cap from the bottle, drinks all the water and then replaces the cap, as
shown in Fig. 6.1.
On returning to the base of the mountain, he finds that the bottle has collapsed to a
much smaller volume, as shown in Fig. 6.2.
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [2]
(ii) At the top of the mountain the atmospheric pressure was 4.8 × 104 Pa and the For
volume of the bottle was 250 cm3. Examiner’s
Use
Calculate the volume of the bottle at the base of the mountain where the pressure
of the air inside the bottle is 9.2 × 104 Pa. Assume no change of temperature.
[Total: 7]
Fig. 7.1
Straight wavefronts are produced at the left-hand end of the tank and travel towards a
gap in a barrier. Curved wavefronts travel away from the gap.
(i) Name the process that causes the wavefronts to spread out at the gap.
............................................................................................................................. [1]
(ii) Suggest a cause of the reduced spacing of the wavefronts to the right of the barrier.
............................................................................................................................. [1]
(iii) State how the pattern of wavefronts to the right of the barrier changes when the
gap is made narrower.
............................................................................................................................. [1]
(b) Fig. 7.2 shows a wave travelling, in the direction of the arrow, along a rope. For
Examiner’s
Use
2.4 m
Fig. 7.2
(i) Explain why the wave shown in Fig. 7.2 is described as a transverse wave.
..................................................................................................................................
............................................................................................................................. [1]
[Total: 7]
8 (a) Describe an experiment that shows how a magnet can be used to produce a current in For
a solenoid by electromagnetic induction. Sketch and label the arrangement of apparatus Examiner’s
you would use. Use
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
(b) Fig. 8.1 represents a transformer with primary coil P and secondary coil S, wound on an
iron core.
iron core
P S
Fig. 8.1
(i) State what happens in the iron core as a result of the alternating current in P.
..................................................................................................................................
............................................................................................................................. [2]
(ii) Tick the box next to the correct description of the current in S. For
Examiner’s
higher frequency a.c. Use
rectified d.c.
(iii) Coil P has 50 turns of wire, an applied voltage of 12 V, and a current of 0.50 A.
Coil S has 200 turns.
[Total: 9]
..................................................................................................................................
(ii) the resistance R and the cross-sectional area A of a wire of constant length.
..................................................................................................................................
[1]
230 V
Fig. 9.1
(c) Lamp Y has a filament made of the same metal as the filament of lamp X in (b). For
Examiner’s
This filament has half the length and one-third of the cross-sectional area of the filament Use
of X.
[Total: 7]
10 (a) Fig. 10.1 shows an electron beam travelling, in a vacuum, towards the space between a For
pair of oppositely-charged parallel plates. Examiner’s
Use
+ + + + + + + + + +
electron
beam
– – – – – – – – – –
Fig. 10.1
On Fig. 10.1, draw carefully the path of the beam between the plates and in the space
to the right of the plates. [2]
(b) The screen of a cathode-ray oscilloscope (c.r.o.) has a grid of 1 cm squares. Fig. 10.2
shows the trace of an alternating voltage on this screen.
1 cm
1 cm
Fig. 10.2
(i) A potential difference of 5.0 V across the Y-plates of the oscilloscope moves the
spot on the screen a vertical distance of 1.0 cm.
Use Fig. 10.2 to determine the maximum p.d. across the Y-plates.
(ii) The spot on the screen takes 1.0 ms to move 1.0 cm horizontally. For
Examiner’s
From Fig. 10.2, determine the time for 1 cycle of the waveform on the screen, and Use
[Total: 6]
............................................................................................................................. [1]
(ii) a thermistor.
............................................................................................................................. [1]
(b) Fig. 11.1 shows a circuit that switches on a warning lamp when the temperature in an
oven falls below a set value.
thermistor
warning
P
lamp
Fig. 11.1
(i) why the warning lamp is on when the temperature in the oven is below the set value,
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
............................................................................................................................. [4]
..................................................................................................................................
............................................................................................................................. [1]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0625 31
M marks are method marks upon which further marks depend. For an M mark to be scored, the
point to which it refers must be seen in a candidate's answer. If a candidate fails to
score a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be
scored, the point to which it refers must be seen specifically in the candidate’s answer.
A marks In general A marks are awarded for final answers to numerical questions. If a final
numerical answer, eligible for A marks, is correct, with the correct unit and an acceptable
number of significant figures, all the marks for that question are
normally awarded. It is very occasionally possible to arrive at a correct answer by an
entirely wrong approach. In these rare circumstances, do not award the A marks, but
award C marks on their merits. However, correct numerical answers with no working
shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection/refraction/diffraction/thermistor/
transistor/transformer.
Not/NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong
penalty applies.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.
e.c.f. means “error carried forward”. This is mainly applicable to numerical questions, but may
occasionally be applied in non-numerical questions if specified in the mark scheme. This
indicates that if a candidate has made an earlier mistake and has carried an incorrect
value forward to subsequent stages of working, marks indicated by e.c.f. may be
awarded, provided the subsequent working is correct.
Significant Figures
Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic
one.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because given or
previously calculated data has clearly been misread but used correctly.
(b) (i) graph is through the origin AND is a straight line / has a constant gradient B1
(iv) straight line through origin with smaller gradient than graph shown finishing
at more than 50 mm B1
[Total: 7]
2 (a) (i) v = u + at OR (a =) (v – u) / t OR 24 = a × 60 OR 24 / 60 C1
0.4(0) m / s2 A1
(for the same distance moved) more work done has to be done OR energy
has to be provided (by the engine) B1
in the same time (so needs more power) B1
[Total: 9]
3 (a) (i) 3 appropriate examples: e.g. spanner, scissors, tap etc. –1e.e.o.o. B2
(ii) weight has no moment about centre of rod / has no perpendicular distance
from centre of rod
OR weight acts at centre of rod / pivot / centre of mass B1
[Total: 7]
[Total: 8]
5 (a) (i) heated air / warm air rises / moves up (not sideways) B1
(ii) air (between plate and hands) is a poor conductor / does not conduct B1
(b) left hand / palm (facing matt black side gets hotter)
OR hand facing matt black side (gets hotter) B1
matt black side is a better emitter / radiator (of heat than shiny side) B1
[Total: 6]
[Total: 7]
(b) (i) oscillation / up and down motion (of rope) is at right angles to the direction of
the wave
OR motion of rope / particles is at right angles to the direction of the wave B1
[Total: 7]
magnet labelled OR poles shown, with any orientation, near solenoid OR inside
solenoid B1
appropriate action described e.g. move magnet / solenoid B1
[Total: 9]
(b) P = IV OR (I =) P / V OR 60 / 230 C1
0.26 A A1
[Total: 7]
[Total: 6]
(ii) changes the temperature / set value at which the lamp comes on B1
[Total: 7]
PHYSICS 0625/51
Paper 5 Practical Test October/November 2013
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 9 6 9 6 6 0 8 4 9 8 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
DC (LEG/SW) 65808/3
© UCLES 2013 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2013 0625/51/CI/O/N/13
3
1 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
Notes
1. One end of the spring must be attached to the mass, using a short length of string.
2. The apparatus is to be set up as shown in Fig. 1.1. The forcemeter should be hung on the clamp.
Zero the forcemeter before hanging it on the clamp.
3. The stand must be sufficiently tall to hold the forcemeter with the spring, loaded with a 500 g mass,
hanging from the forcemeter, with the mass just above the bench level. A shorter spring may be
substituted if necessary.
clamp
forcemeter
spring
mass
bench
Fig. 1.1
Action at changeover
Check that the apparatus is set up ready for the next candidate, as shown in Fig 1.1.
2 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) 250 cm3 beaker, containing 250 cm3 of hot water (see note 2).
(iv) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates will be required
to take readings at 30 s intervals. They may use their own wristwatch facility if they wish. The
question will refer to a stopclock.
Notes
1. The beaker of hot water, thermometer, clamp, boss, and stand are to be set up for the candidates
as shown in Fig. 2.1.
thermometer
stand
beaker
hot water
Fig. 2.1
2. The hot water is to be supplied for each candidate by the Supervisor. The water temperature
should be between 80 °C and 100 °C.
3. Candidates should be warned of the dangers of burns and scalds when using very hot water.
4. The candidates must be able easily and safely to move the thermometer in and out of the water. It
must be possible to clamp the thermometer both horizontally and vertically.
Action at changeover
Empty the beaker. Refill the beaker with hot water. Return the thermometer to the vertical position, as
shown in Fig. 2.1.
3 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are provided with a power supply
with a variable output voltage, the voltage setting should be set by the Supervisor and fixed
(e.g. taped).
(ii) Three similar lamps in suitable holders. Any low voltage lamps will suffice, provided that they
glow when connected as shown in Fig. 3.1.
(iii) Switch. The switch may be an integral part of the power source.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two spare leads.
Notes
power
supply
A
lamp 1 lamp 2 lamp 3
Fig. 3.1
2. The lamps are to be labelled ‘lamp 1’, ‘lamp 2’ and ‘lamp 3’.
3. The candidates will be required to rearrange the circuit. The circuit should be arranged so that this
can be done without difficulty.
Action at changeover
4 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Converging lens, focal length approximately 150 mm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs 4.1 and 4.2). The hole is to be
covered with thin translucent paper (e.g. tracing paper).
(iv) Screen. A white sheet of stiff card approximately 150 mm × 150 mm, fixed to a wooden support
is suitable (see Fig. 4.3).
Notes
1. The lamp for the illuminated object should be a low-voltage lamp, approximately 24 W or higher
power (a car headlamp bulb is suitable), with a suitable power supply.
2. The centre of the hole which forms the object, the lamp filament, and the centre of the lens in its
holder are all to be at the same height above the bench.
Action at changeover
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test October/November 2013
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use a pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
DC (LEG/SW) 65805/7
© UCLES 2013 [Turn over
2
load that is on the bench. At the start of the experiment, the spring should not be attached to
the forcemeter.
clamp
forcemeter
unstretched
spring
spring
load load
bench bench
l 0 = ................................................ mm
(ii) On Fig. 1.1, mark clearly the distance you have measured.
(iii) Attach the spring to the forcemeter, as shown in Fig. 1.2. The load must remain on
the bench.
(iv) Gently raise the forcemeter until it reads 1.0 N. Clamp the forcemeter in this position.
Record the forcemeter reading F in Table 1.1. Measure, and record in the table, the
new length l of the spring.
(v) Calculate the extension e of the spring using the equation e = (l – l0). Record the
value of e in the table.
(vi) Repeat steps (iv) and (v) using forcemeter readings of 2.0 N, 3.0 N, 4.0 N and 5.0 N. For
Record all the readings and results in the table. Examiner’s
Use
Table 1.1
F/N l / mm e / mm
[4]
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ................................................. [2]
[Total: 10]
© UCLES 2013 0625/51/O/N/13 [Turn over
4
2 In this experiment, you will investigate the cooling of a thermometer bulb. For
Examiner’s
Carry out the following instructions, referring to Figs. 2.1, 2.2 and 2.3. Use
clamp
thermometer
in position A
clamp
thermometer
water
water
thermometer
in position B
clamp
water
Fig. 2.3
Place the thermometer in the beaker of hot water, as shown in Fig. 2.1.
(a) (i) When the thermometer reading stops rising, record the temperature θH of the hot
water.
θH = .................................................. [1]
(ii) Quickly move the thermometer until the thermometer bulb is in position A, just
above the beaker, as shown in Fig. 2.2. Immediately start the stopclock.
(iii) After 30 s, measure the temperature θ shown on the thermometer. Record the time
t = 30 s and the temperature reading in Table 2.1.
(iv) Continue recording the time and temperature readings every 30 s until you have six
sets of readings.
[5]
(c) Replace the thermometer in the beaker of hot water. When the thermometer reading
stops rising, record the temperature θH.
θH = .................................................. [1]
(d) (i) Quickly move the thermometer at least 10 cm away from the beaker to position B,
as shown in Fig. 2.3. Immediately start the stopclock.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the
temperature reading in Table 2.1.
(iii) Continue recording the temperature every 30 s until you have six readings.
(e) Describe briefly a precaution that you took in order to make the temperature readings
reliable.
..........................................................................................................................................
...................................................................................................................................... [1]
(f) A scientist is using this experiment as part of research into convection currents of air
above hot water.
Suggest two conditions that should be kept constant when this experiment is repeated.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
[Total: 10]
3 In this experiment, you will investigate the power of lamps in a circuit. For
Examiner’s
Carry out the following instructions, referring to Fig. 3.1. Use
power
supply
A
lamp 1 lamp 2 lamp 3
X Y
Fig. 3.1
(a) (i) 1. Switch on. Measure and record the potential difference V1 across lamp 1 and
the current I in the circuit. Switch off.
V1 = ......................................................
I = ......................................................
[2]
P1 = .................................................. [1]
(ii) 1. Disconnect the voltmeter and reconnect it to measure the potential difference
V2 across lamp 2. Switch on to take the reading and then switch off.
V2 = ......................................................
P2 = ......................................................
[1]
(iii) 1. Disconnect the voltmeter and reconnect it to measure the potential difference
V3 across lamp 3. Switch on to take the reading and then switch off.
V3 = ......................................................
P3 = ......................................................
[1]
© UCLES 2013 0625/51/O/N/13
7
(iv) 1. Disconnect the voltmeter. Reconnect the voltmeter to measure the potential For
difference V across all three lamps. Switch on to take the reading and then Examiner’s
switch off. Use
V = ......................................................
2. Calculate the total power PT of the three lamps using the equation PT = IV.
PT = ......................................................
[1]
State whether your results support this suggestion and justify your answer by reference
to the results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
[1]
(c) (i) Draw a circuit diagram, similar to that in Fig. 3.1, to show
Use standard symbols. You are not asked to set up this circuit.
[2]
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
[Total: 10]
© UCLES 2013 0625/51/O/N/13 [Turn over
8
4 In this experiment, you will determine the focal length of a converging lens. For
Examiner’s
Carry out the following instructions, referring to Fig. 4.1. Use
illuminated u v
object screen
lens
Fig. 4.1
(a) Place the lens a distance u = 30.0 cm from the illuminated object. Move the screen until
a sharply focused image of the object is seen on the screen.
(i) Measure the distance v between the centre of the lens and the screen.
v = .................................................. [1]
uv = ......................................................
(iii) Calculate (u + v ).
(u + v ) = ......................................................
[1]
uv
(iv) Calculate the focal length f of the lens using the equation f = .
(u + v)
f = .................................................. [1]
uv = ......................................................
u + v = ......................................................
f = ......................................................
[2]
(c) (i) Check that u = 40.0 cm. Carefully move the screen backwards and forwards to
obtain the range of v values for which the image is well focused.
(ii) From your results in parts (a) and (b), calculate an average value fAV for the focal
length of the lens, giving your answer to a suitable number of significant figures for
this experiment.
(iii) State two precautions that you could take in this experiment to obtain reliable
results.
1. ...............................................................................................................................
..................................................................................................................................
2. ...............................................................................................................................
..................................................................................................................................
[2]
[Total: 10]
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0625 51
(ii) workable length clearly shown on Fig. 1.1 (or Fig. 1.2) [1]
(b) graph:
axes correctly labelled [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement AND thin, continuous line [1]
[Total: 10]
(a)–(d) table:
s, oC, oC [1]
correct t values 30, 60, 90, 120, 150, 180 [1]
temperatures decreasing [1]
evidence of temperatures to precision of at least 1oC [1]
position B, greater decrease in temperature [1]
(c) sensible new value for θH (lower than first value) [1]
[Total: 10]
(b) statement matches results (expect YES) and justification in terms of within or beyond
limits of experimental accuracy o.w.t.t.e [1]
[Total: 10]
[Total: 10]
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2013
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a pencil for any diagrams or graphs.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
DC (SJF/CGW) 66236/6
© UCLES 2013 [Turn over
2
1 The IGCSE class is carrying out a moments experiment by balancing a metre rule on a small For
pivot. Examiner’s
Use
Explain briefly how the student finds the position of the centre of mass of the metre rule.
..........................................................................................................................................
..........................................................................................................................................
...................................................................................................................................... [1]
(b) The student finds that the centre of mass is not in the middle of the rule but at the
50.2 cm mark.
Explain what the student could do to prevent this from affecting her results.
..........................................................................................................................................
...................................................................................................................................... [1]
(c) The student places the metre rule on a pivot so that it balances.
She places a load P on one side of the metre rule at a distance x from the pivot. She
places another load Q on the metre rule and adjusts the position of the load Q so that
the rule balances, as shown in Fig. 1.1.
x y
metre rule
P Q
pivot
Fig. 1.1
Table 1.1
weight of P / N weight of Q / N x/ y/
(ii) Calculate the clockwise moment and the anticlockwise moment using the equation For
Examiner’s
moment of a force = force × perpendicular distance to the pivot. Use
(d) In practice, it is difficult to adjust the loads to make the rule balance exactly.
Explain briefly how you would reduce the uncertainty in the position of Q required for
exact balance.
..........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]
clamp
clamp
thermometer
in position A
thermometer
water water
clamp
thermometer
in position B
water
constant temperature
water bath
Fig. 2.3
(a) The student places the thermometer in the water bath, as shown in Fig. 2.1.
Fig. 2.4
Write down the temperature θH of the water bath, shown on the thermometer in Fig. 2.4.
θH = ................................................. [1]
(b) The student moves the thermometer until the thermometer bulb is in position A above For
the surface of the water, as shown in Fig. 2.2. She starts a stopclock. She records the Examiner’s
time and temperature readings every 30 s. Use
She replaces the thermometer in the water bath, still at temperature θH.
She then moves the thermometer to position B, as shown in Fig. 2.3. She records the
time and temperature readings every 30 s.
Table 2.1
position A position B
t/ θ/ θ/
30 79 66
60 74 42
90 70 29
120 66 27
150 61 26
180 56 26
(ii) State in which position, A or B, the thermometer has the greater rate of cooling in
the first 30 s.
position ......................................................
..................................................................................................................................
..................................................................................................................................
.............................................................................................................................. [1]
(iv) Calculate the temperature difference from 30 s to 180 s for each set of readings.
θR = ................................................. [1]
(c) Describe briefly a precaution you would take to make the temperature readings reliable. For
Examiner’s
.......................................................................................................................................... Use
...................................................................................................................................... [1]
(d) A scientist is using this experiment as part of research into convection currents above
hot water.
Suggest two conditions that should be kept constant when this experiment is repeated.
1. ......................................................................................................................................
2. ......................................................................................................................................
[2]
[Total: 8]
power
supply
A
lamp 1 lamp 2 lamp 3
P Q
Fig. 3.1
(a) A student measures the potential difference V1 across lamp 1 and the current I in the
circuit. The meters are shown in Fig. 3.2.
4 5 6 0.4 0.6
3 7
2 8 0.2 0.8
1 9
V A
0 10 0 1.0
Fig. 3.2
(i) Write down the readings shown on the meters in Fig. 3.2.
V1 = ......................................................
I = ......................................................
P1 = ......................................................
(iii) The student reconnects the voltmeter to measure the potential difference V2 across For
lamp 2 and then V3 across lamp 3. Examiner’s
Use
Write down the readings shown on the meters in Figs. 3.3 and 3.4.
4 5 6 4 5 6
3 7 3 7
2 8 2 8
1 9 1 9
V V
0 10 0 10
V2 = ..................................... V3 = .......................................
(iv) Calculate the power for each lamp using the equation P = IV.
P2 = ......................................................
P3 = ......................................................
[3]
(v) Calculate the total power PT for the three lamps using the equation PT = P1 + P2 + P3.
PT = ................................................. [1]
(b) The student connects the voltmeter across the three lamps and records the potential
difference. He calculates the power P.
1.61 W
P = ......................................................
State whether the results support this suggestion and justify your answer by reference
to the results.
statement .........................................................................................................................
justification .......................................................................................................................
..........................................................................................................................................
[2]
(c) (i) Draw a circuit diagram, similar to that in Fig. 3.1, to show: For
Examiner’s
• a variable resistor in series with the power supply, Use
• three lamps in parallel with each other between P and Q,
• a voltmeter connected to measure the potential difference across the lamps.
Use standard symbols.
[2]
..................................................................................................................................
.............................................................................................................................. [1]
[Total: 9]
4 The IGCSE class is determining the focal length of a converging lens. For
Examiner’s
Fig. 4.1 shows the apparatus used to produce an image on the screen. Use
illuminated
object screen
u v
lens
Fig. 4.1
(a) (i) On Fig. 4.1, measure the distance u between the illuminated object and the centre
of the lens.
u = ......................................................
(ii) On Fig. 4.1, measure the distance v between the centre of the lens and the screen.
v = ......................................................
[2]
uv = ......................................................
(ii) Calculate u + v.
u + v = ......................................................
[1]
uv
(iii) Calculate x using the equation x = (u + v) .
x = ................................................. [1]
(c) Fig. 4.1 is drawn 1/10th of actual size. The focal length f of the lens is given by the
equation f = 10x.
Calculate a value for the focal length f of the lens, giving your answer to a suitable
number of significant figures for this experiment.
f = ................................................. [2]
(d) A student carrying out this experiment changes the position of the lens and then moves For
the screen to produce a well-focused image. Examiner’s
Use
She records the distance v between the centre of the lens and the screen as v = 18.2 cm.
She finds it difficult to decide the exact point at which the image is sharpest.
Suggest a range of v values for which the image may appear well-focused.
(e) State two precautions that you could take in this experiment to obtain reliable results.
1. ......................................................................................................................................
..........................................................................................................................................
2. ......................................................................................................................................
..........................................................................................................................................
[2]
[Total: 9]
N 0
forcemeter
10
spring
l0
load
bench
Fig. 5.1
(a) On Fig. 5.1, measure the unstretched length l 0 of the spring, in mm.
l 0 = ........................................... mm [1]
(b) A student hangs the spring on the forcemeter with the load attached to the bottom of the
spring, as shown in Fig. 5.1. The load remains on the bench.
He gently raises the forcemeter until it reads 1.0 N. He measures the new length l of the
spring. He repeats the procedure using a range of forcemeter readings. The readings
are recorded in Table 5.1.
1.0 67
2.0 77
3.0 91
4.0 105
5.0 115
(i) Calculate the extension e of the spring, for each set of readings, using the equation
e = (l – l 0 ). Record the values of e in Table 5.1. [1]
[5]
(iii) Determine the gradient G of the graph. Show clearly on the graph how you obtained For
the necessary information. Examiner’s
Use
G = ................................................. [2]
[Total: 9]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE,
GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level
components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – October/November 2013 0625 61
[Total: 5]
[Total: 8]
[Total: 9]
[Total: 9]
5 (a) 54 – 55 [1]
(ii) graph:
axes correctly labelled e / mm and F / N and correct way round [1]
suitable scales [1]
all plots correct to ½ small square [1]
good line judgement [1]
thin, single continuous line [1]
(iii) triangle method using at least half of candidate’s line, shown on the graph [1]
G = 11 – 13, no e.c.f. [1]
[Total: 9]
PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2014
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*0254908917*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB14 11_0625_11/3RP
© UCLES 2014 [Turn over
2
Five identical steel balls are now lowered into the measuring cylinder. Diagram 2 shows the new
water level in the cylinder.
cm3 cm3
100 100
90 90
80 80
70 70
60 60
50 50
40 40
30 30 steel ball
20 20
10 10
diagram 1 diagram 2
2 The graph shows how the speed of a car changes with time.
speed
0
U V W X Y time
A 20 m B 38 m C 40 m D 80 m
A 7 kg B 70 kg C 80 kg D 700 kg
5 The weight of an object is found using the balance shown in the diagram. The object is put in the
left-hand pan and various weights are put in the right-hand pan.
object weights
0.1 N, 0.1 N, 0.05 N, 0.02 N balance tips down slightly on the left-hand side
0.2 N, 0.1 N, 0.01 N balance tips down slightly on the right-hand side
q
p
A m×p×q
B m×p×q×r
C m
(p × q)
D m
(p × q × r )
A P and Q only
B P and R only
C Q and R only
D P, Q and R
10 The diagram shows three different containers J, K and L. Each container contains water of the
same depth.
J K L
Which statement about the pressure of the water on the base of each container is correct?
gas Q
supply
water
There is a gas leak and the pressure of the gas supply falls.
What happens to the water level at P and what happens to the water level at Q?
A falls falls
B falls rises
C rises falls
D rises rises
13 The diagram shows a beaker of water. Four molecules are labelled. The relative amount of
energy of each molecule is shown.
molecule A
(high energy) molecule B
(low energy)
molecule C molecule D
(high energy) (low energy)
Which graph shows how the pressure of the gas changes with temperature?
A B
pressure / Pa pressure / Pa
0 0
0 temperature / °C 0 temperature / °C
C D
pressure / Pa pressure / Pa
0 0
0 temperature / °C 0 temperature / °C
15 Which points are the fixed points of the liquid-in-glass thermometer shown?
16 Equal masses of two different liquids are put into identical beakers.
Liquid 1 is heated for 100 s and liquid 2 is heated for 200 s by heaters of the same power.
different liquids
of same mass
liquid 1 liquid 2
heaters of
heating time = 100 s same power heating time = 200 s
What happens to the cool air outside the kettle when it comes into contact with the hot kettle?
18 One type of double glazing consists of two panes of glass separated by a vacuum.
glass glass
vacuum
P Q
displacement displacement
0 0
0 distance 0 distance
R S
displacement displacement
0 0
0 distance 0 distance
20 Light waves pass from air into glass and are refracted.
A direction
B frequency
C speed
D wavelength
A infra-red
B microwaves
C radio waves
D X-rays
A B C D
88:88
23 An object is placed in front of a converging lens. The lens has a focal length f.
lens
A B C D
f
2f
24 A fire alarm is not loud enough and the pitch is too low. An engineer adjusts the alarm so that it
produces a louder note of a higher pitch.
What effect does this have on the amplitude and on the frequency of the sound waves that the
alarm produces?
amplitude frequency
A larger larger
B larger smaller
C smaller larger
D smaller smaller
25 In an experiment to measure the speed of sound, a student uses a stopwatch to find the time
taken for a sound wave to travel from X to Y. She does this six times.
X Y
measurement time / s
first 0.5
second 0.7
third 0.6
fourth 0.4
fifth 0.9
sixth 0.5
Which value for the time should be used to calculate the speed of sound?
26 The ends of three metal rods are tested by holding end Q of rod 1 close to the others in turn.
R T
Q S U
A rod 1 only
B rod 1 and rod 2
C rod 1 and rod 3
D rod 3 only
27 A permanent magnet is made from metal and an electromagnet uses a metal core.
permanent core of
magnet electromagnet
A iron iron
B iron steel
C steel iron
D steel steel
28 Which row gives the unit for energy and the unit for electromotive force (e.m.f.)?
energy e.m.f.
A J N
B J V
C W N
D W V
29 A student carries out an experiment to investigate the resistance of a resistor R. She takes a
series of readings of potential difference (p.d.) and current, and plots a graph of her results.
A B
A A
R R
C D
A V A
R R
V
30 The diagram shows a circuit with a 3.0 Ω resistor and a 2.0 Ω resistor connected in parallel.
6.0 V
A
3.0 Ω
2.0 Ω
The switch is now closed and the ammeter reads the total current in both resistors.
31 The diagram shows a torch containing two cells, a switch and a lamp.
cells
plastic
case
brass
connecting switch
strip lamp
A B C D
32 An engineer uses the potential divider shown in the diagram. He needs the output voltage to be
one tenth ( 101 ) of the input voltage.
input
voltage
output
Y
voltage
Which pair of values could he use for the two resistors X and Y?
X / kΩ Y / kΩ
A 1.0 9.0
B 1.0 10.0
C 9.0 1.0
D 10.0 1.0
34 The diagram shows cables used in the transmission of electrical energy. High voltages are used
for the transmission.
transmission cables
power
station
Why are high voltages used for the transmission of electrical energy?
A Fear of high voltages stops people from interfering with the cables.
B Heat loss in the cables is smaller than if low voltages are used.
C High voltages increase the current in the cables.
D High voltages produce large magnetic fields, so less insulation is needed.
35 Which diagram shows the magnetic field pattern around a wire that is carrying a current
perpendicular to the page?
A B C D
wire wire
36 The diagram shows a simple transformer with an input of 240 V and an output of 40 V.
600
input 240 V 40 V output
turns
A α-particles
B electrons
C protons
D tungsten atoms
38 The diagram shows a radioactive source, a thick aluminium sheet and a radiation detector.
The radiation detector shows a reading greater than the background reading.
Which type of radiation is being emitted by the source and detected by the detector?
A α-radiation
B β-radiation
C γ-radiation
D infra-red radiation
39 The count rate from a radioactive isotope is recorded every hour. The count rate is corrected for
background radiation.
time / hours 0 1 2 3 4 5
What estimate of the half-life of the isotope can be obtained from the readings in the table?
A P B Q C P+Q D P–Q
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Question Question
Key Key
Number Number
1 A 21 D
2 D 22 D
3 D 23 B
4 B 24 A
5 B 25 C
6 D 26 C
7 B 27 C
8 D 28 B
9 B 29 A
10 D 30 D
11 D 31 A
12 C 32 C
13 A 33 B
14 D 34 B
15 C 35 B
16 D 36 A
17 B 37 B
18 A 38 C
19 A 39 B
20 B 40 D
PHYSICS 0625/21
Paper 2 Core October/November 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (AC/SW) 81802/5
© UCLES 2014 [Turn over
2
12.0 cm 15.0 cm
2.0 N
Fig. 1.1
(a) Describe how the length of the spring can be measured accurately, after it has been hung
from the hook.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
With a load of 2.0 N on the end of the spring, its length is 15.0 cm.
Fig. 1.2 represents the forces acting on the load just after it is released.
2.8 N
2.0 N
Fig. 1.2
Calculate the resultant force acting on the load and give its direction.
direction = ......................................................
[2]
[Total: 6]
5 kg
Fig. 2.1
[Total: 4]
3 (a) Use words from the list below to complete the sentences about work and energy.
initial acceleration
distance moved
force exerted
potential energy
time taken
An object is dragged across a rough surface. In order to find the work done on the object, it is
(b) A machine working in a factory actually uses more energy than is needed to do the task it is
involved in.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]
4 (a) Thermal energy is supplied to a certain substance at a constant rate. The temperature of the
substance varies with time as shown in Fig. 4.1.
D
temperature
B C
time
Fig. 4.1
At the temperature indicated by point A on Fig. 4.1, the substance is in the solid state.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(b) Suggest why ice at 0 °C is more effective for cooling a drink than the same mass of water at
0 °C.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(i) State and explain what happens to the temperature of the water in the container.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) State and explain what happens to the mass of water in the container.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]
5 Fig. 5.1 shows a girl standing some distance away from a rock face. She has a flat piece of wood
in each hand.
rock face
When the girl bangs the two pieces of wood together, they make a loud sound. A short time later
she hears the sound again.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The time interval between the two sounds is 1.8 s. Sound travels at 330 m / s in air.
(c) A boy standing very close to the rock face only hears one sound.
How long after the girl makes the sound does he hear this sound?
(d) State two ways in which a sound wave is different from a light wave.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 7]
6 (a) Describe
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(b) A lady has been riding in a car with plastic-covered seats. She gets out of the car. She touches
the door handle when her feet are on the ground. She experiences an electric shock.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 4]
7 Fig. 7.1 is a ray diagram representing the formation of an image by a converging lens.
C I
O
F2 F1
Fig. 7.1
F1 and F2 are the two principal focuses of the lens. The object is at O and its image is at I.
(i) accurately mark the focal length of the lens and label it f, [2]
(ii) from the top of the object, draw the path of the ray that passes through F2, until it reaches
the image. [2]
(b) Where would a screen need to be placed in order to see a focused image? Tick one box.
at F2
at C
at F1
at I
[1]
(c) The object is moved a small distance away from the lens.
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 7]
8 The electric circuit in Fig. 8.1 contains a cell, two resistors and another component.
X R1 R2 Y
Fig. 8.1
(a) (i) Name the component that is shown in Fig. 8.1 by the symbol .
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(b) (i) What flows in the circuit in order to create the current in the circuit? Tick one box.
charge
potential difference
power
resistance
(d) R1 and R2 are removed from the circuit and then re-connected between X and Y, so that they
have a different combined resistance.
(i) In the space below, draw the circuit showing R1 and R2 connected in this different way.
[2]
(ii) What word is used to describe this different way of connecting R1 and R2?
.......................................................................................................................................[1]
[Total: 9]
9 Fig. 9.1 shows a transformer used to allow lamps of different voltage ratings to be operated from a
240 V mains supply.
240 V X
Y
Z
Fig. 9.1
The primary coil and the secondary coil both have 500 uniformly-wound turns.
Electrical connections to the secondary coil can be made at four places, W, X, Y and Z.
(a) The piece of metal P provides a magnetic link between the coils.
State
(b) A lamp, designed to light at normal brightness with a 120 V supply, lights normally when
connected between W and X.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(d) State what would happen if the 120 V lamp in (b) is connected between W and Z.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 9]
10 Fig. 10.1 is a simplified drawing of a tube for producing, deflecting and detecting cathode rays.
top
Y2 X2
H2
heater screen
H1
C A Y1 X1
cathode anode Y-plates X-plates
bottom
path of cathode rays
Fig. 10.1
The cathode rays are represented by the broken line in Fig. 10.1.
(b) How does the screen show the presence of cathode rays?
...............................................................................................................................................[1]
(c) Between which two of the labelled terminals should a potential difference be connected in
order to
(ii) accelerate the cathode rays along the tube, .................... and .................... [1]
(iii) deflect the cathode rays to the top of the screen. .................... and .................... [1]
[Total: 6]
B B B
C
A A C A
C
Fig. 11.1
(b) State the nucleon number of the tritium atom. ............... [1]
(c) All three atoms may be represented by the chemical symbol H. Hydrogen can be represented
in nuclide notation as 11 H .
[Total: 5]
12 350 dice are made from small cubes of wood with one face painted blue, as shown in Fig. 12.1.
blue face
Fig. 12.1
The 350 dice are thrown on a bench. All those dice that land with the blue face uppermost are
removed. They are regarded as having “decayed”.
The remaining dice are then thrown again, and the “blue-uppermost” dice are removed. This
process is repeated until the number of dice remaining is quite small.
The table below shows the number of dice remaining after each throw.
throw 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
number of dice 350 289 237 201 168 138 115 94 79 67 59 50 41 39 35
remaining
On Fig. 12.2, points have been plotted for some of the readings in the table.
(a) On Fig. 12.2, plot the first five points and draw the best smooth curve for all the points. [3]
The half-life of a radioactive substance is the time taken to reduce the number of nuclei
From your graph in Fig. 12.2, find the “half-life” of dice, showing clearly on Fig. 12.2 how
you obtained your answer.
350
300
number of
dice
remaining
250
200
150
100
50
0
0 2 4 6 8 10 12 14
throw number
Fig. 12.2
1. Suggest how many throws it takes to reduce the number of dice to 400.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 9]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
B marks B marks are independent marks, which do not depend on other marks. For a B mark to
be scored, the point to which it refers must be seen specifically in the candidate’s
answer.
M marks M marks are method marks upon which accuracy marks (A marks) later depend. For an
M mark to be scored, the point to which it refers must be seen in a candidate's answer.
If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks C marks are compensatory marks in general applicable to numerical questions. These
can be scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored. A marks are commonly awarded for
final answers to numerical questions. If a final numerical answer, eligible for A marks, is
correct, with the correct unit and an acceptable number of significant figures, all the
marks for that question are normally awarded. It is very occasionally possible to arrive at
a correct answer by an entirely wrong approach. In these rare circumstances, do not
award the A mark, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording
used to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very
similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and
does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, do not allow ambiguities, e.g. spelling which
suggests confusion between reflection / refraction / diffraction or thermistor / transistor /
transformer.
Not / NOT This indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward to
subsequent stages of working, marks indicated by ecf may be awarded, provided the
subsequent working is correct, bearing in mind the earlier mistake. This prevents a
candidate from being penalised more than once for a particular mistake, but only applies
to marks annotated ecf.
Sig. figs. Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic
one. Regard a power-of-ten error as an arithmetic error.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because previously
calculated data has clearly been misread but used correctly.
extra valid detail, e.g. rule close to and parallel with spring, use of marker/set-
square, eye level with reading etc. B1
[Total: 6]
[Total: 4]
[Total: 5]
(ii) increases M1
[Total: 9]
[Total: 7]
[Total: 4]
[Total: 7]
(c) (R =) R1 + R2 OR 8 + 12 C1
20 (Ω) A1
(ii) parallel B1
[Total: 9]
[Total: 9]
10 (a) electrons B1
[Total: 6]
11 (a) (i) B B1
(ii) A
both correct B1
(iii) C
(b) 3 B1
2
(c) 1 ( any attempt at a symbol) B1
3
1 ( any attempt at a symbol) B1
[Total: 5]
smooth best-fit single line curve through most of the points, not joining points dot
to dot B1
idea of halving, e.g. 175 or mark at 175 on graph, NOT halving number of
days, i.e. 7 C1
[Total: 9]
PHYSICS 0625/31
Paper 3 Extended October/November 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/JG) 81775/4
© UCLES 2014 [Turn over
2
1 (a) Fig. 1.1 shows the distance-time graphs for three different objects A, B and C.
A
B
distance
0
0 time
Fig. 1.1
Describe the motion of each of the objects A, B and C by selecting the appropriate description
from the list below.
A ...............................................................................................................................................
B ...............................................................................................................................................
C ...............................................................................................................................................
[2]
(b) Fig. 1.2 shows the speed-time graphs for three more objects D, E, and F.
speed D
0
0 time
Fig. 1.2
Describe the motion of each of the objects D, E and F by selecting the appropriate description
from the list below.
D ...............................................................................................................................................
E ...............................................................................................................................................
F ................................................................................................................................................
[2]
(c) Fig. 1.3 shows a person bungee-jumping from a bridge. The person is attached to a long
elastic rope.
rope
jumper
river
Fig. 1.3
(i) In 1.5 s the speed of the jumper increases from zero to 10.5 m / s.
acceleration = ................................................[2]
(ii) At one point during the fall, she reaches her maximum speed.
acceleration = ................................................[1]
2. What can be said about the forces acting on her at this point?
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
2 A diver climbs some steps on to a fixed platform above the surface of the water in a swimming-pool.
He dives into the pool. Fig. 2.1 shows the diver about to enter the water.
8.0 m
Fig. 2.1
The mass of the diver is 65 kg. The platform is 8.0 m above the surface of the water.
(a) Calculate
(i) the increase in the gravitational potential energy of the diver when he climbs up to the
platform.
(ii) the speed with which the diver hits the surface of the water. Ignore any effects of air
resistance.
speed = ................................................[4]
(b) In another dive from the same platform, the diver performs a somersault during the descent.
He straightens, and again enters the water as shown in Fig. 2.1.
Discuss whether the speed of entry into the water is greater than, less than or equal to the
speed calculated in (a)(ii). Ignore any effects of air resistance.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]
3 (a) Fig. 3.1 shows an oil can containing only air at atmospheric pressure.
can
Fig. 3.1
The pressure of the air in the can is reduced by means of a pump. The can collapses when
the pressure of the air in the can falls to 6000 Pa.
...........................................................................................................................................
.......................................................................................................................................[1]
force = ................................................[3]
(b) Mercury is poured into a U-shaped glass tube. Water is then poured into one of the limbs of
the tube. Oil is poured into the other limb until the surfaces of the mercury are at the same
level in both limbs.
oil
water
0.32 m
0.25 m
mercury
Fig. 3.2
(i) State a condition that must be true in order for the mercury surfaces to be at the same
level in both limbs of the tube.
.......................................................................................................................................[1]
(ii) The height of the water column is 0.25 m. The height of the oil column is 0.32 m. The
density of water is 1000 kg / m3.
Calculate
pressure = ................................................[2]
density = ................................................[2]
[Total: 9]
4 Fig. 4.1 shows some of the apparatus that a student uses to determine the specific heat capacity
of aluminium.
insulating lid
thermometer
aluminium block
insulating container
Fig. 4.1
(a) State the measurements the student needs to make, including those from the electric circuit.
For each quantity measured, state a symbol.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Use your symbols from (a) to complete the formula used to determine the specific heat
capacity c.
(c) Another student performs the experiment without using insulation. He obtains a higher value
for c.
...................................................................................................................................................................
.............................................................................................................................................................. [1]
[Total: 7]
5 (a) Two types of seismic waves are produced by earthquakes. They are called P-waves and
S-waves. P-waves are longitudinal and S-waves are transverse.
longitudinal ........................................................................................................................
...........................................................................................................................................
transverse ..........................................................................................................................
...........................................................................................................................................
[2]
wavelength = .................................................[2]
(b) Fig. 5.1 shows an electric bell ringing in a sealed glass chamber containing air.
to vacuum pump
bell
Fig. 5.1
A student hears the bell ringing. The air is then removed from the chamber.
State and explain any change in the sound heard by the student.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
6 (a) Fig. 6.1 shows an object O placed in front of a plane mirror M. Two rays from the object to the
mirror are shown.
Fig. 6.1
(b) In Fig. 6.2, circular wavefronts from a point source in a tank of water strike a straight barrier.
barrier
source
Fig. 6.2
On Fig. 6.2, mark a dot to show the position of this point. Label this point C. [1]
(ii) Draw, as accurately as you can, the reflected circular wavefronts. [2]
[Total: 7]
7 A small cylinder of compressed helium gas is used to inflate balloons for a celebration.
(a) (i) In the box below, sketch a diagram to represent the arrangement of helium molecules in
a balloon.
[2]
(ii) State and explain how the size of the attractive forces acting between the molecules of a
gas compares with the size of the attractive forces between the molecules of a solid.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The helium in the cylinder has a volume of 6.0 × 10–3 m3 (0.0060 m3) and is at a pressure of
2.75 × 106 Pa.
(i) The pressure of helium in each balloon is 1.1 × 105 Pa. The volume of helium in an inflated
balloon is 3.0 × 10–3 (0.0030 m3). The temperature of the helium does not change.
(ii) Later, the temperature increases and some of the balloons burst.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 9]
(a) State
...........................................................................................................................................
...........................................................................................................................................
[2]
(b) Calculate
(ii) the energy transferred in the output circuit when the cellphone is charged for 1.5 hours.
energy = ................................................[2]
(c) In the following list, underline the quantity that is stored in the battery of the cellphone.
[Total: 7]
9 A technician sets up a radiation detector in a university laboratory, for use in some experiments.
Even before the radioactive source for the experiment is brought into the laboratory, the detector
registers a low count rate.
...............................................................................................................................................[1]
(b) A radioactive source that emits α-particles is placed on the laboratory bench and the source
is gradually moved closer to the detector.
At first, the detector continues to register a low count rate sometimes slightly less than the
count rate registered without the source. The count rate suddenly increases to a very high
value when the source is very close to the detector.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) In a second experiment, α-particles pass between two parallel, horizontal metal plates in a
vacuum.
They then continue to the detector as shown in Fig. 9.1.
metal plate
_-particles
source detector
metal plate
Fig. 9.1
A positive charge is established on the upper plate and a negative charge on the lower plate.
(i) On Fig. 9.1, sketch the new path of the α-particles. [2]
(ii) State what happens to the count rate registered by the detector.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]
10 (a) In a room in a house there are four electric lamps in parallel with each other, controlled by a
single switch.
With all the lamps working, one of the lamp filaments suddenly breaks.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Fig. 10.1 shows the circuit diagram for the lamp in another room. X and Y are 2-way switches.
lamp
1 1
2 2
X Y
Fig. 10.1
(i) Complete the table, by indicating whether the lamp is on or off for each of the switch
positions.
1 1
1 2
2 1
2 2
[2]
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 5]
11 (a) Name the process that causes a potential difference across a solenoid due to the movement
of a nearby magnet.
...............................................................................................................................................[1]
A bar magnet is held with its N-pole close to one end of the solenoid.
solenoid
Fig. 11.1
(i) The magnet is pushed into the solenoid, and then brought to rest with its N-pole just
inside the solenoid.
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The magnet is now pulled to the left out of the solenoid, at a higher speed than in (i).
Compare the movement of the pointer of the meter with that seen in (i).
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 5]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
B marks B marks are independent marks, which do not depend on other marks. For a B mark to
be scored, the point to which it refers must be seen specifically in the candidate’s
answer.
M marks M marks are method marks upon which accuracy marks (A marks) later depend. For an
M mark to be scored, the point to which it refers must be seen in a candidate's answer.
If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks C marks are compensatory marks in general applicable to numerical questions. These
can be scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored. A marks are commonly awarded for
final answers to numerical questions. If a final numerical answer, eligible for A marks, is
correct, with the correct unit and an acceptable number of significant figures, all the
marks for that question are normally awarded. It is very occasionally possible to arrive at
a correct answer by an entirely wrong approach. In these rare circumstances, do not
award the A marks, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording
used to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very
similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and
does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, do not allow ambiguities, e.g. spelling which
suggests confusion between reflection / refraction / diffraction or thermistor / transistor /
transformer.
Not / NOT This indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward to
subsequent stages of working, marks indicated by ecf may be awarded, provided the
subsequent working is correct, bearing in mind the earlier mistake. This prevents a
candidate from being penalised more than once for a particular mistake, but only applies
to marks annotated ecf.
Sig. figs. Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme. Rounding errors in
the second or third significant figure will be penalised.
Arithmetic errors
Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic
one. Regard a power-of-ten error as an arithmetic error.
Transcription errors
Deduct one mark if the only error in arriving at a final answer is because previously
calculated data has clearly been misread but used correctly.
Units Deduct one mark for an incorrect or missing unit, but only if the answer would otherwise
have gained all the marks available for that answer. Maximum one unit penalty per
question.
(ii) (a =) 0 (m / s2) B1
[Total: 8]
(ii) EITHER
k.e. gained = g.p.e. lost C1
½ mv2 = 5200 in any form C1
v2 = 5200 / (0.5 × 65) OR 160 C1
v = 12.6 m / s e.c.f. (a)(i) A1
OR
v2 = u2 + 2as / v2 = 2 gh (C1)
v2 = 2 × 10 × 8 (C1)
v2 = 160 (C1)
v = 12.6 m / s e.c.f. (a)(i) (A1)
[Total: 8]
2. hρg = 2500 C1
(ρ = 2500 / (0.32 × 10) =) 781 kg / m3 to at least 2 sig. figs. A1
[Total: 9]
(c) (more) thermal energy / heat lost (to surroundings) so temperature rise is less
OR more thermal energy / heat input required for same temperature rise B1
[Total: 7]
[Total: 8]
[Total: 7]
[Total: 9]
[Total: 7]
[Total: 7]
(ii) when either switch is operated, the state of the lamp changes. B1
[Total: 5]
[Total: 5]
PHYSICS 0625/51
Paper 5 Practical Test October/November 2014
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 7 0 3 5 2 2 9 1 7 9 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SJF/KN) 82880/3
© UCLES 2014 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2014 0625/51/CI/O/N/14
3
1 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Plastic or cardboard drinks cup with volume approximately 200 cm3.
(ii) 30 cm ruler graduated in mm.
(iii) Metre rule.
(iv) 50 cm of thin, inextensible string.
(v) 250 cm3 measuring cylinder. A smaller measuring cylinder may be used if a 250 cm3 measuring
cylinder is not available.
(vi) Supply of water at room temperature. Approximately 400 cm3 is required by each candidate.
(vii) A low-sided container that the cup can be placed into whilst water is poured into the cup. The
purpose of the container is to catch any spilled water.
(viii) Paper towels or cloths to wipe up any spilled water.
(ix) Spare cups and string should be available.
Action at changeover
2 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. The thermometer, clamp, boss, and stand are to be set up for the candidate as shown in Fig. 2.1.
stand
thermometer
Fig. 2.1
2. The hot water is to be supplied for each candidate by the Supervisor. The water temperature
should be between 80 °C and 100 °C.
3. Candidates should be warned of the dangers of burns and scalds when using very hot water.
4. The candidates must be able easily and safely to move the thermometer in and out of the beakers.
Action at changeover
3 Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage setting should be set by the Supervisor and
fixed (e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See
note 2.
(iii) Ammeter capable of measuring the current with a minimum precision of 0.02 A. See note 2.
(iv) Switch. The switch may be an integral part of the power supply.
(v) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled A, the other end is to be labelled B.
(vi) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 3.1.
(vii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(viii) Sufficient connecting leads to set up the circuit shown in Fig. 3.1.
Notes
power supply
A B
metre rule
Fig. 3.1.
2. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped).
3. As an alternative to (v) and (vi) a standard 100 cm potentiometer with ends labelled A and B is
acceptable.
4. If cells are to be used as the power supply, they must remain adequately charged throughout the
examination. Spare cells should be available.
Action at changeover
Check that the circuit is set up as shown in Fig. 3.1 and it is working. Switch off the circuit.
4 Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Converging lens, focal length approximately 15 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs. 4.1 and 4.2). The hole is to
be covered with thin translucent paper (e.g. tracing paper). See note 2.
(iii) Metre rule.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support is
suitable. See Fig. 4.3.
(v) Spare lamps should be available.
(vii) 30 cm ruler graduated in mm. Candidates may use their own.
top
translucent paper
card card card
lamp
1.5 cm
support
bottom
Notes
1. The lamp for the illuminated object should be a low voltage lamp, approximately 24 W or higher
power, with a suitable power supply. Candidates must be able easily and safely to switch the lamp
on and off.
2. The apex of the triangle must be towards the top of the card, as shown in Fig. 4.2.
3. The centre of the hole which forms the object, the lamp filament and the centre of the lens in its
holder are all to be at the same height above the bench.
Action at changeover
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test October/November 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SJF/KN) 82879/3
© UCLES 2014 [Turn over
2
G7
G%
Fig. 1.1
(a) (i) Measure and record the height h of the cup supplied.
h = ................................................ cm
(ii) Measure and record the diameter dT of the top of the cup.
dT = ................................................ cm
(iii) Measure and record the diameter dB of the bottom of the cup.
dB = ................................................ cm
dT + dB
(iv) Calculate the average diameter dA using the equation dA = .
2
dA = ................................................ cm
(v) Calculate an approximate value for the volume V of the cup, using the equation
πdA2h
V= .
4
V = ......................................................
[4]
(b) (i) Use the string and the metre rule to determine the average circumference (distance
around the outside) C of the cup. Show your working.
C = ........................................... cm [3]
(ii) Draw a diagram of the cup to show where you used the string to determine the average
circumference C.
[1]
(c) Place the cup in the container provided. The container is to catch any water that may spill.
(i) Use the measuring cylinder to determine the volume VW of water required to fill the cup
to the top.
VW = ................................................. [1]
(ii) State which of the two values, VW or V obtained in (a)(v), you would expect to be the
more reliable value for the volume of the cup. Explain your answer.
explanation ........................................................................................................................
...........................................................................................................................................
[1]
[Total: 10]
2 In this experiment, you will investigate the cooling of hot water under different conditions.
Carry out the following instructions, referring to Figs. 2.1 and 2.2.
θR = ................................................. [1]
(b) Pour hot water into the beaker labelled A until it is about two-thirds full. Place the thermometer
in the beaker of hot water, as shown in Fig. 2.1.
clamp stand
thermometer
water
Fig. 2.1
(i) Wait until the thermometer reading stops rising. Read the temperature θ of the hot water
and immediately start the stopclock. Record the temperature θ in Table 2.1 at time t = 0 s.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the time
t = 30 s and the temperature reading in Table 2.1.
(iii) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.
Table 2.1
t/ θ/ θ/
[5]
(d) Pour hot water into the insulated beaker until it is about two-thirds full. Place the thermometer
in the beaker of hot water, as shown in Fig. 2.2.
clamp stand
thermometer
insulation
water
Fig. 2.2
(i) Wait until the thermometer reading stops rising. Read the temperature θ of the hot water
and immediately start the stopclock. Record the temperature θ in Table 2.1 at time t = 0 s.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the time
t = 30 s and the temperature reading in Table 2.1.
(iii) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.
(e) State whether the cotton wool insulation increases, decreases, or has no significant effect on
the rate of cooling of the water, compared with the rate of cooling with no insulation. Justify
your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(f) A student suggests that a significant cause of loss of thermal energy from the beakers is
evaporation.
...............................................................................................................................................[1]
(g) Suggest one condition that should not be changed when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 10]
The circuit shown in Fig. 3.1 has been set up for you.
power supply
l
A B
Fig. 3.1
(a) (i) Switch on. Measure and record in Table 3.1 the current I in the circuit and the potential
difference V across a length l = 10.0 cm of the wire AB. Switch off.
V
(ii) Calculate the resistance R of 10.0 cm of the wire AB, using the equation R = . Record
I
this value of R in the table.
(iii) Repeat steps (i) and (ii) with values of l equal to 20.0 cm, 30.0 cm, 40.0 cm and 50.0 cm.
Table 3.1
10.0
20.0
30.0
40.0
50.0
[3]
(b) Plot a graph of R / Ω (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
0
0
[4]
(c) State whether your graph shows that the resistance R is directly proportional to the length l.
Justify your answer by reference to the graph.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest how you could further test your statement, in part (c), using the same apparatus. You
are not asked to carry out any further practical work.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
4 In this experiment, you will determine the magnification of an image produced by a lens.
illuminated
u v
object
screen
lens
x
bench
Fig. 4.1
(a) Place the lens a distance u = 20.0 cm from the illuminated object. Move the screen until a
sharply focused image of the object is seen on the screen.
(i) Measure and record the distance v from the centre of the lens to the screen.
v = ................................................ cm
(ii) Measure and record the height h from the top to the bottom of the image on the screen.
h = ................................................ cm
[2]
[1]
(iv) Switch off the lamp. Measure and record the height x from the top to the bottom of the
triangular illuminated object.
x = ................................................ cm
h
(b) (i) Calculate .
x
h
= ......................................................
x
v
(ii) Calculate .
u
v
= ......................................................
u
[3]
h
(c) The magnification m of the image is given by the equation m = . A student suggests that the
v x
ratio also gives the magnification m.
u
State whether your results support this suggestion. Justify your answer by reference to your
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(d) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 10]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
[Total: 10]
(b)–(d) table:
s, °C, °C [1]
correct t values 0, 30, 60, 90, 120, 150 [1]
temperatures decreasing in both columns [1]
final temperature difference less than initial temperature difference in both columns [1]
evidence of temperatures to precision of at least 1°C [1]
[Total: 10]
(b) graph:
axes correctly labelled and correct way round [1]
suitable scales, with plots using at least half of grid [1]
all plots correct to ½ small square [1]
good line judgement, thin, continuous line [1]
[Total: 10]
(b) (i) h/x and v/u correct, both with no unit [1]
[Total: 10]
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2014
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SJF/KN) 82881/3
© UCLES 2014 [Turn over
2
1 The IGCSE class is investigating the reflection of light by a plane mirror. Fig. 1.1 shows a student’s
ray-trace sheet.
mirror
Fig. 1.1
(a) On Fig. 1.1, draw a normal to the centre of the mirror. [1]
(b) On Fig. 1.1, draw an incident ray at 30 ° to the normal and to the left of the normal. [1]
lamp hole
ray box
Fig. 1.2
On Fig. 1.1, draw the ray box in a suitable position to produce the incident ray that you have
drawn. [1]
(d) On Fig. 1.1, draw a reflected ray in the position you would expect it to be using the incident
ray that you have drawn. [1]
(e) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 6]
2 The IGCSE class is investigating the cooling of hot water under different conditions.
thermometer thermometer
insulation
water water
Fig. 2.3
θR = ................................................. [1]
(b) A student pours hot water into the uninsulated beaker shown in Fig. 2.1 until it is about
two-thirds full. She measures the temperature and immediately starts a stopclock. She
records the temperature every 30 s. She repeats the procedure using the insulated beaker as
shown in Fig. 2.2. The readings are shown in Table 2.1.
Table 2.1
(c) State whether the cotton wool insulation increases, decreases, or has no significant effect on
the rate of cooling of the water, compared with the rate of cooling with no insulation. Justify
your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(d) The student suggests that a significant cause of loss of thermal energy from the beakers is
evaporation.
...............................................................................................................................................[1]
(e) Suggest one condition that should not be changed when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 6]
SRZHUVRXUFH
l
$ %
&
Fig. 3.1
(a) A student measures the potential difference V across different lengths l of the wire AB and
the current I in the wire. The wire AB is 1.00 m long. The readings are shown in Table 3.1.
V
Calculate the resistance R of each length l of the wire AB, using the equation R = . Record
I
the values of R in the table.
Table 3.1
(b) Plot a graph of R / Ω (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
0
0
[5]
(c) State whether your graph shows that the resistance R is proportional to the length l. Justify
your answer by reference to the graph.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest how you could further test your statement in (c), using the same apparatus.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
illuminated
u v
object
screen
lens
bench
Fig. 4.1
(a) (i) On Fig. 4.1, measure and record in mm the distance u from the illuminated object to the
centre of the lens.
u = ............................................... mm
(ii) On Fig. 4.1, measure and record in mm the distance v from the centre of the lens to the
screen.
v = ............................................... mm
[1]
v
(b) Calculate the ratio .
u
v
= ................................................. [1]
u
(i) Calculate the actual distance U from the illuminated object to the centre of the lens.
U = ............................................... mm
(ii) Calculate the actual distance V from the centre of the lens to the screen.
V = ............................................... mm
[1]
(d) The student measures the height h from the top to the bottom of the image on the screen.
4.5
h = ................................................ cm
illuminated object
x = ......................................................
h
(ii) Calculate .
x
h
= ......................................................
x
[1]
h
(e) The magnification m of the image is given by the equation m = . The student suggests that
x
V
the ratio U also gives the magnification m. State whether the results support this suggestion
and justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(f) State two precautions that you could take in this experiment to obtain reliable results.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(g) The image on the screen in this experiment is magnified and dimmer than the object.
State one other difference that you would expect to see between the image and the illuminated
object.
...............................................................................................................................................[1]
(h) Suggest one precaution that you would take in this experiment in order to focus the image as
clearly as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
© UCLES 2014 0625/61/O/N/14 [Turn over
10
dT
dB
Fig. 5.1
h = ................................................ cm
(ii) On Fig. 5.1, measure the diameter dT of the top of the cup.
dT = ................................................ cm
(iii) On Fig. 5.1, measure the diameter dB of the bottom of the cup.
dB = ................................................ cm
dT + dB
(iv) Calculate the average diameter dA, using the equation dA = .
2
dA = ................................................ cm
(v) Calculate an approximate value for the volume V of the cup, using the equation
πdA2h
V= .
4
V = ......................................................
[3]
(b) The student determines the average circumference of the cup, using a 50 cm length of string
and a metre rule.
Fig. 5.2 shows how the student used the string to determine the average circumference.
Fig. 5.2
Describe how you would use the string to obtain a more reliable value for the average
circumference.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) The student fills a measuring cylinder to the 500 cm3 mark. He pours water from the measuring
cylinder into the cup until the cup is full. Fig. 5.3 shows the water remaining in the measuring
cylinder.
cm3
500
450
400
350
300
250
200
150
water
100
50
Fig. 5.3
VR = ......................................................
VW = ......................................................
[2]
(d) On Fig. 5.3, show clearly the line of sight required to take the reading of VR. [1]
[Total: 8]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2014 series for
most Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
(c) ray box near beginning of incident ray and pointing along it [1]
[Total: 6]
wording that communicates the idea that the temperatures are the same within
the limits of experimental accuracy OR almost the same rate [1]
[Total: 6]
(b) graph:
axes correctly labelled and right way round [1]
suitable scales, with plots using at least half of grid [1]
all plots correct to ½ small square [1]
good line judgement [1]
single, thin, continuous line, no large ‘blobs’ greater than ½ small square [1]
[Total: 10]
[Total: 10]
dA = 5.85 / 5.9 cm (no mark), V rounds to 260 cm3 (no ecf) [1]
(b) measurement of circumference half way up, or at top and bottom [1]
more than one revolution used for the measurement in at least one position, and
divide [1]
(d) correct line of sight clearly shown at right angles outside measuring cylinder [1]
[Total: 5]
PHYSICS 0625/11
Paper 1 Multiple Choice May/June 2014
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*7061813147*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB14 06_0625_11/7RP
© UCLES 2014 [Turn over
2
1 A student wishes to measure accurately the volume of approximately 40 cm3 of water. She has
two measuring cylinders, a larger one that can hold 100 cm3, and a smaller one that can hold
50 cm3. The water forms a meniscus where it touches the glass.
top of
meniscus
bottom of
meniscus
Which cylinder should the student use and which water level should she use to ensure an
accurate result?
2 Which distance / time graph represents the motion of an object moving at constant speed?
A B
distance distance
0 0
0 time 0 time
C D
distance distance
0 0
0 time 0 time
3 The graph shows how the speed of a car changes with time.
speed
m / s 14
0
0 24 time / s
14
A m
24
24
B m
14
24 × 14
C m
2
D (24 × 14 ) m
A a balance
B a barometer
C a manometer
D a measuring cylinder
How does the density of the liquid compare with the density of water?
A B
X
X
70°
20°
P P
C D
X X
45° 45°
P P
7 A student adds weights to an elastic cord. He measures the length of the cord for each weight.
0
0 weight
A measured length
B original length
C (measured length + original length)
D (measured length – original length)
A chemical to thermal
B chemical to nuclear
C nuclear to chemical
D thermal to chemical
The table shows the work done by the engine in each car and the time taken by each car.
work done by
time taken / s
engine / J
A 50 000 20
B 50 000 40
C 100 000 20
D 100 000 40
10 Which situation is an example of a force acting over a large area to produce a small pressure?
Two beakers contain salt water of density 1.1 g / cm3 and two beakers contain pure water of
density 1.0 g / cm3.
A B C D
12 A student places his thumb firmly on the outlet of a bicycle pump, to stop the air coming out.
trapped air
direction of
motion
handle
What happens to the pressure and what happens to the volume of the trapped air as the pump
handle is pushed in?
pressure volume
A decreases decreases
B decreases remains the same
C increases decreases
D increases remains the same
What happens to the average energy of the molecules of the remaining liquid and what happens
to the temperature of the remaining liquid?
A decreases decreases
B decreases increases
C stays the same decreases
D stays the same increases
14 A telephone engineer connects a wire between two poles when the weather is very cold.
He makes the wire very loose. The wire passes over a road.
pole pole
A it breaks it contracts
B it breaks it expands
C it sags and touches
cars on the road it contracts
time / minutes 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0 4.5 5.0 5.5 6.0 6.5 7.0 7.5
temperature / °C 73 65 59 55 55 55 51 48 45 42 40 38 36 35 34 33
A 0 °C B 33 °C C 55 °C D 73 °C
17 The diagram shows a heater above a thermometer. The thermometer bulb is in the position
shown.
heater
air
Which row shows how the heat energy from the heater reaches the thermometer bulb?
A yes yes no
B yes no yes
C no yes no
D no no yes
18 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s rays.
Sun’s
scout P rays
mirror
scout Q
Which mirror position would allow the Sun’s rays to be reflected to scout Q?
A B C D
mirror Sun’s Sun’s Sun’s Sun’s
rays rays rays rays
19 A small boat in a harbour is protected from waves on the sea by harbour walls.
land sea
waves
small
boat
harbour
harbour
walls
Some waves can curve round the harbour walls and reach the boat.
A diffraction
B dispersion
C reflection
D refraction
A A ray parallel to the principal axis of the lens is refracted through the principal focus.
B All rays of light refracted by the lens pass through the principal focus.
C The distance between the centre of the lens and the principal focus is the focal length.
D The principal focus of the lens is a point on the principal axis.
ray 1
ray 1
ray 2
ray 2
What could be inside the box to make the rays behave as shown?
A a converging lens
B a parallel-sided glass block
C a plane mirror
D a triangular prism
23 A boy blows a whistle that has a frequency of 10 000 Hz. The boy’s friend cannot hear the sound
from the whistle. The friend has normal hearing.
24 A lighted candle is placed in front of a loudspeaker that is making a loud, steady note. The candle
flame vibrates because of the sound wave.
candle flame
loudspeaker
Which type of waves are sound waves and in which direction does the flame vibrate?
A longitudinal
B transverse
C longitudinal
D transverse
A B C D
bar N N N N
magnet
S S S S
N S N S
S N S N
N N S S
S S N N
26 A steel magnet is placed inside a coil of wire. There is a large alternating current in the coil. The
magnet is slowly moved out of the coil to position P.
coil of wire
12 V a.c.
The rod is now rubbed with the cloth and they both become charged. The rod becomes
negatively charged because some charged particles move from the cloth to the rod.
What is the charge on the cloth and which particles moved in the charging process?
A negative electrons
B negative neutrons
C positive electrons
D positive neutrons
X Y
A
Four wires of different length and thickness are connected in turn between point X and point Y.
All four wires are made of the same metal.
29 The diagram shows a circuit containing a battery, a lamp, a switch and another component X.
The switch is initially closed and the lamp is lit.
The switch is now opened and the lamp remains lit for several seconds before slowly going out.
component X
What is component X?
A a capacitor
B a light-dependent resistor
C a thermistor
D a variable resistor
30 The diagram shows a circuit containing three lamps and three switches S1, S2 and S3.
lamp 1
S1 S2
lamp 2
S3
lamp 3
A S1 only
B S1 and S2
C S1 and S3
D S2 and S3
12 V
0V
What happens to the resistance of the LDR and what happens to the reading on the voltmeter?
resistance of reading on
LDR voltmeter
A decreases decreases
B decreases increases
C increases decreases
D increases increases
32 Which labelled component in the circuit shown controls the brightness of lamp X?
A
V
X B
33 An appliance is connected to a mains supply. Its circuit also contains a switch and a fuse.
A B
appliance appliance
live live
neutral neutral
C D
appliance appliance
live live
neutral neutral
coil of wire
Which diagram shows the shape of the magnetic field produced in the middle of the coil?
A B
C D
35 When a wire is moved upwards between the poles of a magnet, an electromotive force (e.m.f.) is
induced across the ends of the wire.
motion
of wire
N wire
A a cathode-ray tube
B a generator
C a transformer
D an electromagnet
A 10 V B 40 V C 70 V D 160 V
37 A beam of cathode rays passes between two parallel metal plates connected to a high-voltage
d.c. power supply.
metal plate
B
+ + + + + +
A
cathode C
rays
metal plate
38 The table shows the results of an experiment to find the half-life of a radioactive substance.
0 150
60 120
120 95
180 75
240 60
A 60 seconds
B 120 seconds
C 180 seconds
D 240 seconds
Which material is best for lining the box to prevent the escape of most radioactive emissions?
A aluminium
B copper
C lead
D steel
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0625 11
Question Question
Key Key
Number Number
1 C 21 B
2 D 22 B
3 C 23 B
4 A 24 C
5 B 25 A
6 B 26 B
7 D 27 C
8 A 28 C
9 C 29 A
10 D 30 C
11 A 31 B
12 C 32 B
13 A 33 B
14 D 34 A
15 C 35 B
16 D 36 D
17 D 37 B
18 A 38 C
19 A 39 C
20 A 40 C
PHYSICS 0625/21
Paper 2 Core May/June 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (AC/JG) 81302/5
© UCLES 2014 [Turn over
2
1 A gardener studies the growth of one of his plants. At the same time each day, he measures the
height h of the top of the plant from the ground, as shown in Fig. 1.1.
Fig. 1.1
(a) From the values in the table, deduce the average speed of growth of the plant during the
7 days. Work in days and cm.
(b) (i) Complete Fig. 1.2 by plotting the last three values of height h against time. Do not draw a
line through the points.
40
30
h / cm
20
10
0
0 2 4 6 8
time / days
[2]
Fig. 1.2
(ii) Describe how the graph shows that the speed of growth of the plant is not constant.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]
spring
load
Fig. 2.1
...................................................................................................................................................
...............................................................................................................................................[1]
(b) When the graph of extension against load is drawn for the spring, the result is the line shown
in Fig. 2.2.
extension / cm
2
0
0 1 2 3 4 5
load / N
Fig. 2.2
1. Calculate the total length of the spring when a 5.0 N load is hanging from the spring.
mass = ..................................................[2]
[Total: 6]
3 The apparatus in Fig. 3.1 is being used to view the movement of some smoke particles trapped in
a box.
microscope
air molecules
and
light smoke particles
Fig. 3.1
(a) Describe what is seen when the smoke is viewed through the microscope.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) In the space below, sketch how one smoke particle might move during a short interval of time.
[2]
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) What name is used for this motion of the smoke particles? Complete the sentence.
[Total: 7]
© UCLES 2014 0625/21/M/J/14
7
4 A young boy, skating on a frozen pond, has fallen through some thin ice about 10 m from the shore
of the pond. Fig. 4.1 shows the situation.
Fig. 4.1
A man, standing near the pond, hears the boy’s shouts for help.
(a) Why would it be unsafe for the man to walk on the ice to rescue the boy?
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Suggest and explain what the man could do to cross the ice to reach the boy safely.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 5]
Fig. 5.1
(a) The bulb of the thermometer is placed in pure, boiling water at standard atmospheric pressure.
(b) During the day, the temperature in the laboratory rises. In the late afternoon a thermometer
attached to the ceiling records a higher temperature than a thermometer placed close to the
ground.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
Describe what can be seen happening to the liquid in a thermometer as the temperature falls,
and explain why this happens.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(d) On Fig. 5.1, draw an arrow to show where the end of the liquid thread might be seen when the
temperature being measured is −15°C. [1]
[Total: 7]
Fig. 6.1 shows the path of a ray of light through a periscope, without the tube.
mirror A
normal
normal
mirror B
Fig. 6.1
1. use the letter i to indicate clearly the angle of incidence of the ray striking mirror A,
2. use the letter r to indicate clearly the angle of reflection of the ray leaving mirror A.
[1]
.......................................................................................................................................[1]
.......................................................................................................................................[1]
.......................................................................................................................................[1]
(b) Fig. 6.2 shows a converging lens. The lens has one principal focus at F1 and the other principal
focus at F2.
principal
axis
F2 F1
Fig. 6.2
(i) On Fig. 6.2, clearly mark two distances that are each the focal length of the lens. [1]
(ii) On Fig. 6.2, draw a ray on the left side of the lens, which strikes the lens, above and
parallel to the principal axis. Label this ray: ray 1.
Continue this ray to show its path through the lens and at least 6 cm to the right of the
lens. [2]
(iii) On Fig. 6.2, draw a ray that emerges from the lens, below and parallel to the principal
axis. Label this ray: ray 2.
Show clearly the path of this ray before it reached the lens. [1]
[Total: 8]
7 In Fig. 7.1, XY is a copper rod placed between the N and S poles of a magnet.
N S
X
A B
Fig. 7.1
(b) When there is no current, the pointer on the instrument points half-way between A and B.
.......................................................................................................................................[1]
.......................................................................................................................................[1]
.......................................................................................................................................[1]
(iv) moved repeatedly up and down at right angles to the magnetic field.
.......................................................................................................................................[2]
(c) Suggest one electrical device that makes use of the effect demonstrated in (b).
...............................................................................................................................................[1]
[Total: 7]
S1
S2
6.0 V 10 Ω
Fig. 8.1
(a) (i) State the current in the lamp when both S1 and S2 are open.
.......................................................................................................................................[1]
Calculate the current in the lamp, stating the unit of your answer.
.......................................................................................................................................[1]
(b) The student decides that she would like to be able to vary the brightness of the lamp.
(i) Name an electrical component that she could add to the circuit to do this.
.......................................................................................................................................[1]
(ii) In the space below, redraw the circuit of Fig. 8.1, including the component for varying the
lamp brightness.
[2]
[Total: 9]
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) Use words from the following list to answer the three questions below.
attractive force
repulsive force
no force
(c) Fig. 9.1 shows an iron bar placed close to the N pole of a bar magnet.
magnet iron
bar
Fig. 9.1
(i) On Fig. 9.1, write N and S, to indicate the induced poles in the iron bar. [1]
(ii) Use a word from the list in (b) to describe the force between the magnet and the iron bar.
.......................................................................................................................................[1]
Describe the force that now exists between the magnet and the iron bar.
.......................................................................................................................................[1]
[Total: 8]
Fig. 10.1 shows a transformer that has a primary coil with 1000 turns and a secondary coil with
50 turns.
core
secondary coil
50 turns
primary coil
1000 turns
Fig. 10.1
(a) State the material from which the core of the transformer is made.
...............................................................................................................................................[1]
[Total: 4]
210
11 Polonium-210 ` 84 Poj is radioactive.
(a) Name three types of emission from radioactive sources.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[2]
(b) State which of these radiations
(iii) How many particles are emitted from the polonium-210 during this time?
[Total: 9]
12 One nuclide of chlorine has 35 nucleons and the other nuclide of chlorine has 37 nucleons. The
proton number of chlorine is 17.
(a) How many protons are there in a neutral atom of chlorine-35? ................................................
(b) How many neutrons are there in a neutral atom of chlorine-37? ..............................................
(c) How many electrons are there in a neutral atom of chlorine-37? ..............................................
[3]
[Total: 3]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced
Level and Advanced Subsidiary Level components and some Ordinary Level components.
B marks are independent marks, which do not depend on any other marks. For a B mark to be
scored, the point to which it refers must actually be seen in the candidate's answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory method marks which can be scored even if the points to which they
refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it, e.g. if an equation carries a C mark and the
candidate does not write down the actual equation but does correct working which
shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one of
the ways which allow a C mark to be scored.
c.a.o. means “correct answer only”.
e.c.f. means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
e.e.o.o. means “each error or omission”.
o.w.t.t.e. means “or words to that effect”.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit.
Significant figures
Answers are acceptable to any number of significant figures [ 2, except if specified
otherwise, or if only 1 sig. fig. is appropriate.
Units Incorrect units are not penalised, except where specified. More commonly, marks are
allocated for specific units.
Fractions These are only acceptable where specified.
Extras Ignore extras in answers if they are irrelevant; if they contradict an otherwise correct
response or are forbidden by mark scheme, use right + wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
Not/NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
(37.1 – 2.1 =) 35 C1
35 / 7 C1
(ii) (vertical) spacing not uniform / equal OR points not on a straight line
OR points do not line up OR difference in gradients between points B1
[Total: 7]
11(.0) (cm) A1
2. 0.8 (cm) B1
200 g / 0.2 kg A1
[Total: 6]
(d) Brownian B1
[Total: 7]
4 (a) greater pressure from man OR man will fall through ice OR ice will break / crack B1
5 (a) 74 (°C) B1
[Total: 7]
(ii) i = r B1
(iv) image / ray moves / misses eye OR viewer can no longer see
image / ray / anything OR viewer sees inside of tube OR angle of
incidence / reflection changes B1
(iii) incident ray through principal focus AND emergent ray parallel to axis B1
[Total: 8]
[Total: 7]
6 / 10 C1
0.6 A1
A OR amp(s) OR ampere(s) B1
OR potential divider B1
(ii) neat, correct circuit with one added component in series with lamp B1
[Total: 9]
OR
repels (M1)
(c) (i) S N B1
[Total: 8]
10 (a) iron B1
correct substitution C1
12 (V) A1
[Total: 4]
11 (a) alpha OR α B2
beta OR β
gamma OR γ
in any order
if two correct, 1 mark
(ii) alpha OR α B1
(iii) alpha OR α B1
(c) (i) 2 B1
6 × 1010 B1
[Total: 9]
12 (a) 17 B1
(b) 20 B1
(c) 17 B1
[Total: 3]
PHYSICS 0625/31
Paper 3 Extended May/June 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/SW) 81293/4
© UCLES 2014 [Turn over
2
Fig. 1.1
(i) In the process of making the thermometer, the scale divisions were spaced equally.
...........................................................................................................................................
...................................................................................................................................... [1]
(ii) Suggest two changes to the thermometer that would require the spacing of the scale
divisions to be larger.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
(iii) As a result of the changes in (ii), what other change is needed to enable the thermometer
to be used for the same temperature range?
...................................................................................................................................... [1]
(b) The expansion of a liquid is an example of a physical property that may be used to measure
temperature.
State two other physical properties that may also be used to measure temperature.
[Total: 6]
2 A student has a large number of coins of different diameters, all made of the same metal. She
wishes to find the density of the metal by a method involving placing the coins in water.
.............................................................................................................................................. [1]
(b) Describe how the measurements of the required quantities are carried out.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
(c) State one precaution taken when carrying out the measurements in (b) to ensure that the
result is as accurate as possible.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]
3 (a) On a day with no wind, a fountain in Switzerland propels 30 000 kg of water per minute to a
height of 140 m.
(b) The efficiency of the pump which operates the fountain is 70%.
(c) On another day, a horizontal wind is blowing. The water does not rise vertically.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 8]
4 Fig. 4.1 shows a heavy ball B of weight W suspended from a fixed beam by two ropes P and Q.
beam
P Q
30 N 30 N
45° 45°
B
Fig. 4.1
P and Q are both at an angle of 45° to the horizontal. The tensions in P and Q are each 30 N.
(a) In the space below, draw a scale diagram to find the resultant of the tensions in P and Q. Use
a scale of 1.0 cm to represent 5.0 N. Label the forces and show their directions with arrows.
[Total: 6]
© UCLES 2014 0625/31/M/J/14 [Turn over
6
5 (a) A water tank has a rectangular base of dimensions 1.5 m by 1.2 m and contains 1440 kg of
water.
Calculate
(ii) the pressure exerted by the water on the base of the tank.
(b) Fig. 5.1 shows two water tanks P and Q of different shape. Both tanks are circular when
viewed from above. The tanks each contain the same volume of water. The depth of water in
both tanks is 1.4 m.
1.4 m
P Q
Fig. 5.1
(i) The density of water is 1000 kg / m3. The pressures exerted by the water on the base of
the two tanks are equal.
(ii) Equal small volumes of water are removed from each tank.
State which tank, P or Q, now has the greater water pressure on its base. Explain your
answer.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
© UCLES 2014 0625/31/M/J/14
7
gas
Fig. 6.1
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) The piston is now slowly pushed down to decrease the volume of the gas. The temperature of
the gas does not change.
(i) State and explain, in terms of molecules, what happens to the pressure of the gas.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Before pushing the piston down, the pressure of the gas was 1.0 × 105 Pa. Pushing the
piston down reduces the volume of the gas from 500 cm3 to 240 cm3.
[Total: 7]
......................................................................................................................................... .
......................................................................................................................................... .
(b) A pan containing water boiling at 100 °C is standing on an electrically heated hot-plate. In
20 minutes, 0.075 kg of water is lost as steam. The specific latent heat of vaporisation of
water is 2.25 × 106 J / kg.
(i) Calculate the energy used in converting 0.075 kg of boiling water to steam.
(iii) Suggest why the answers to (b)(i) and (b)(ii) are not the same.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8]
8 (a) Draw a straight line from each quantity on the left-hand side to a speed on the right-hand side
which is typical for that quantity.
30 m / s
300 m / s
speed of sound in gas
3000 m / s
300 000 m / s
[2]
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Fig. 8.1 shows how the displacement of air molecules, at an instant of time, varies with
distance along the path of a sound wave.
displacement
0
0 distance along path
of sound wave
Fig. 8.1
(i) On Fig. 8.1, sketch two cycles of a sound wave that has a shorter wavelength and a
greater amplitude. [2]
(ii) State two changes in the sound heard from this wave compared with the original wave.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
[Total: 8]
9 In the circuit shown in Fig. 9.1, resistors can be connected between terminals P and Q. The e.m.f.
of the battery is 6.0 V.
6.0 V
P Q
Fig. 9.1
(a) Calculate the current shown by the ammeter when a 12.0 Ω resistor and a 4.0 Ω resistor are
(i) the resistance R and the length l of a wire of constant cross-sectional area,
...........................................................................................................................................
(ii) the resistance R and the cross-sectional area A of a wire of constant length.
...........................................................................................................................................
[2]
(c) The 12.0 Ω and 4.0 Ω resistors in (a) are wires of the same length and are made of the same
alloy.
[Total: 8]
© UCLES 2014 0625/31/M/J/14
11
10 Fig. 10.1 shows a coil of wire rotating steadily in the magnetic field between the poles of a
permanent magnet. The current generated in the coil is to pass through resistor R.
rotation of
coil coil
N S
A B
C D
Fig. 10.1
(a) The apparatus in Fig. 10.1 is part of an a.c. generator. What is connected between the ends A
and B of the coil and the connections C and D?
.............................................................................................................................................. [1]
(b) (i) On Fig. 10.2, sketch a graph to show the variation with time of the current through R. [1]
current
0
time
Fig. 10.2
(ii) On Fig. 10.2, show the time T corresponding to one complete rotation of the coil. [1]
(iii) State two ways in which the graph would be different if the coil spins at a faster rate.
1. .......................................................................................................................................
2. .................................................................................................................................. [2]
(c) Suggest what could be connected between C and R so that the current in R is always in the
same direction.
.............................................................................................................................................. [1]
[Total: 6]
© UCLES 2014 0625/31/M/J/14 [Turn over
12
11 (a) Complete the table below for the three types of radiation.
electromagnetic
γ
radiation
β negative
α thick paper
[3]
Calculate how many more hours must pass for the count-rate to become 150 counts / s.
[Total: 9]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0625 31
B marks are independent marks, which do not depend on other marks. For a B mark to be
scored, the point to which it refers must be seen specifically in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored. A marks are commonly awarded for
final answers to numerical questions. If a final numerical answer, eligible for A marks, is
correct, with the correct unit and an acceptable number of significant figures, all the
marks for that question are normally awarded. It is very occasionally possible to arrive at
a correct answer by an entirely wrong approach. In these rare circumstances, do not
award the A marks, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, do not allow ambiguities, e.g. spelling which
suggests confusion between reflection / refraction / diffraction or thermistor / transistor/
transformer.
Not / NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward to
subsequent stages of working, marks indicated by ecf may be awarded, provided the
subsequent working is correct, bearing in mind the earlier mistake. This prevents a
candidate being penalised more than once for a particular mistake, but only applies to
marks annotated ecf.
Significant figures
Answers are normally acceptable to any number of significant figures ≥ 2. Any
exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question. No deduction is
incurred if the unit is missing from the final answer but is shown correctly in the working.
1 (a) (i) (liquid) has a uniform expansion / expands at a constant rate / expands
evenly / expands linearly B1
[Total: 6]
place the coins in the water and read / record / take new level of water in cylinder B1
subtract readings B1
OR ALTERNATIVE METHOD:
pour water into displacement can to level of spout (B1)
measure mass / weigh the coins used with balance / spring balance B1
[Total: 7]
4.2 × 107 / 60 C1
(c) (horizontal) wind has no effect on P.E gained / vertical force on water
OR same upward / vertical force acts on water
OR force from wind is horizontal B1
[Total: 8]
[Total: 6]
8000 Pa OR N / m2 A1
14 000 Pa OR N / m2 A1
[Total: 7]
6 (a) (molecules) move in random directions / randomly / with constant random motion / zig-
zag motion / in all directions B1
any 1 from:
(molecules) collide with each other
(molecules) move in straight lines between collisions
(molecules) change direction in collisions
(molecules) collide with walls (of cylinder) B1
(ii) pV = constant
OR p1V1 = p2V2 in any form
OR 1.0 × 105 × 500 = p2 × 240 C1
[Total: 7]
7 (a) (a liquid evaporates) at any temperature / below the boiling point / over a range of
temperatures / below 100 oC / at different temperatures / not at a fixed temperature B1
(during evaporation) vapour forms at / escapes from the surface of the liquid B1
(b) (i) (Q =) mL C1
OR 0.075 × 2.25 × 106
1.7 × 105 J A1
1.9 × 105 J A1
[Total: 8]
[Total: 8]
0.38 A / 0.37 A A1
(ii) 1 / R = 1 / R1 + 1 / R2
OR (R =) R1 R2 / (R1 + R2)
OR above with numbers substituted C1
R = 3 (Ω) C1
(I = 6 / 3 =) 2(.0) A A1
OR ALTERNATIVE METHOD:
6 / 12 (C1)
+ 6/4 (C1)
2(.0) A (A1)
[Total: 8]
[Total: 6]
(b) (i) 38
(ii) 90
(iii) 52
(iv) 38 B3
[Total: 9]
PHYSICS 0625/51
Paper 5 Practical Test May/June 2014
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 7 3 5 5 8 3 7 8 9 6 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/SW) 81259/4
© UCLES 2014 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2014 0625/51/CI/M/J/14
3
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
Notes
1. The spring must be capable of executing at least 10 complete oscillations (down, up and
back down) when one of the masses is suspended from the spring and given a small vertical
displacement.
2. Four 100 g slotted masses and a 100 g mass holder would be suitable. Alternatively, a suitable
light hook must be provided so that each mass can be hung from the spring.
3. Set up the apparatus as shown in Fig. 1.1, with no mass attached to the spring. The pin should be
positioned so that when a mass is attached to the spring, the pin is close to the mass.
4. The height of the top clamp must be such that when the 500 g mass is suspended from the spring
it is well clear of the bench.
spring
clamp holding
cork
pin in cork
bench
Fig. 1.1
Action at changeover
Check that the apparatus is set up ready for the next candidate, as shown in Fig. 1.1.
Replace the spring if necessary.
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) 250 cm3 beaker containing approximately 200 cm3 of hot water. See note 2.
(v) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates may use their own
wristwatch facility if they wish. The question will refer to a stopclock.
Notes
1. The clamp, boss, and stand are to be set up with the thermometer held in the clamp. The
candidates must be able to read temperatures up to 100 °C.
2. The hot water is to be supplied for each candidate by the Supervisor. The water temperature
should be between 80 °C and 100 °C.
3. Candidates should be warned of the dangers of burns and scalds when using very hot water.
4. The candidates must be able easily and safely to move the thermometer in and out of the water.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage setting should be set by the Supervisor and
fixed (e.g. taped).
(ii) A lamp in a suitable holder. Any low voltage lamp will suffice, provided that it glows when
connected as shown in Fig. 3.1, with the sliding contact at point X.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A with a minimum precision of 0.05 A.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V.
(vi) Metre rule.
(vii) Approximately 55 cm of straight, bare constantan (eureka) wire (diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg)) taped to a metre rule only between the 3 cm and
7 cm marks and between the 43 cm and 47 cm marks. The end of the wire at the zero end of
the rule is to be labelled X. The wire is to be labelled Y at the 25.0 cm mark. The wire is to be
labelled Z at the 50.0 cm mark. The candidates will be required to make connections at points
X, Y and Z.
(viii) Sliding contact, labelled S. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(ix) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two spare leads.
(x) Spare lamps and spare leads should be available.
Notes
power supply
A X Y Z
S
resistance
wire
Fig. 3.1
2. If a cell is to be used as the power supply, it must remain adequately charged throughout the
examination. Spare cells should be available.
Action at changeover
Question 4
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate. See note 2.
(v) Protractor.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper), one per
candidate.
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of plain A4 paper.
Action at changeover
Supply a sheet of plain A4 paper, as in (i) above, and string or treasury tag.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is required to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2014
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/SW) 81258/4
© UCLES 2014 [Turn over
2
BLANK PAGE
1 In this experiment, you will investigate the motion of a mass hanging on a spring.
Carry out the following instructions, referring to Figs. 1.1 and 1.2. The spring has been set up for
you.
clamp
l0
pin in cork
mass
clamp
(a) Measure and record the length l0 of the unstretched spring, in mm.
l0 = .........................................mm [1]
l = .........................................mm [1]
(ii) Calculate the extension e of the spring, using the equation e = (l –l0).
e = ..............................................mm
F
(iii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
Include the appropriate unit.
k = ....................................................
[1]
(c) Adjust the position of the lower clamp so that the pin is level with the bottom of the mass
when the mass is not moving. Pull the mass down a short distance and release it so that it
oscillates up and down. Fig. 1.3 shows one complete oscillation.
position of pin
highest position of mass
Fig. 1.3
(i) Measure and record the time t taken for 10 complete oscillations.
t = ....................................................
T = ....................................................
[2]
(d) Replace the mass of 300 g with a mass of 500 g. Repeat the steps in part (c).
t = ....................................................
T = ....................................................
[2]
(e) A student suggests that the time T taken for one oscillation should not be affected by the
change in mass.
State whether your results support this suggestion. Justify your answer by reference to your
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(f) Explain briefly how you can avoid a line-of-sight (parallax) error when measuring the length of
the spring. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
2 In this experiment, you will investigate the cooling of a thermometer bulb under different conditions.
Carry out the following instructions, referring to Figs. 2.1 and 2.2.
thermometer thermometer
cotton wool
water
(a) Place the thermometer in the beaker of hot water, as shown in Fig. 2.1.
(i) When the thermometer reading stops rising, record the temperature θH of the hot water.
θH = ................................................[1]
(ii) Remove the thermometer from the beaker of hot water. Immediately start the stopclock.
(iii) After 30 s, measure the temperature θ shown on the thermometer. Record in Table 2.1
the time t = 30 s and the temperature reading.
(iv) Continue recording the time and temperature readings every 30 s until you have six sets
of readings.
Table 2.1
t/ θ/ θ/
[5]
(c) Replace the thermometer in the beaker of hot water and record its temperature.
θH = ................................................[1]
(d) (i) Remove the thermometer from the beaker of hot water and place it in the beaker
containing cotton wool. Immediately start the stopclock. Ensure that the thermometer
bulb is completely surrounded by cotton wool as shown in Fig. 2.2.
(ii) After 30 s, measure the temperature θ shown on the thermometer. Record the temperature
reading in Table 2.1.
(iii) Continue recording the temperature every 30 s until you have six readings.
(e) State whether the cotton wool insulation increases, decreases, or has no significant effect
on the rate of cooling of the thermometer bulb, compared with the rate of cooling with no
insulation. Justify your answer by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(f) Suggest one condition that should be kept constant when this experiment is repeated.
...............................................................................................................................................[1]
[Total: 10]
power supply
A X Y Z
S
resistance
wire
Fig. 3.1
(a) (i) Switch on. Connect the sliding contact S to point X in the circuit. Measure and record the
potential difference V across the lamp and the current I in the circuit. Switch off.
V = ....................................................
I = ....................................................
[2]
V
(ii) Calculate the resistance R of the lamp filament using the equation R = .
I
R = ................................................[1]
(b) (i) Switch on. Connect the sliding contact S to point Y in the circuit. Measure and record the
potential difference V across the lamp and the current I in the circuit. Switch off.
V = ....................................................
I = ....................................................
V
(ii) Calculate the resistance R of the lamp filament using the equation R = .
I
R = ....................................................
[2]
(c) (i) Switch on. Connect the sliding contact S to point Z in the circuit. Measure and record the
potential difference V across the lamp and the current I in the circuit. Switch off.
V = ....................................................
I = ....................................................
V
(ii) Calculate the resistance R of the lamp filament using the equation R = .
I
R = ................................................[1]
(d) Comment on the effect of increasing the current I on the resistance of the lamp filament.
...............................................................................................................................................[1]
(e) Suggest a practical reason why, if you were to repeat this experiment, the repeat
measurements might be slightly different from the results you obtained.
...................................................................................................................................................
...............................................................................................................................................[1]
(f) A student carries out this experiment using a different lamp. He takes readings using various
lengths of resistance wire in the circuit. He plots a graph of V / V against I / A.
V/V
0
0
I/A
Fig. 3.2
State whether the graph shows that the resistance increases, decreases or remains constant
as the current increases. Justify your conclusion by reference to the graph.
justification ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 10]
© UCLES 2014 0625/51/M/J/14 [Turn over
10
M B ș R
30°
A L
Fig. 4.1
(a) Draw a line 10 cm long near the middle of the ray-trace sheet. Label the line MR. Draw a
normal to this line that passes through its centre. Label the normal NL. Label the point at
which NL crosses MR with the letter B.
(b) Draw a line 8 cm long from B at an angle of incidence i = 30° to the normal, below MR and to
the left of the normal. Label the end of this line A.
(d) Place the reflecting face of the mirror vertically on the line MR.
(e) View the images of pins P1 and P2 from the direction indicated by the eye in Fig. 4.1. Place
two pins P3 and P4 some distance apart, so that pins P3 and P4, and the images of P2 and P1,
all appear exactly one behind the other. Label the positions of P3 and P4.
(f) Remove pins P3 and P4 and the mirror. Draw the line joining the positions of P3 and P4.
Extend the line until it meets NL.
(g) Measure, and record in Table 4.1, the angle α between NL and the line joining the positions
of P3 and P4. At this stage the angle θ between the mirror and line MR is 0° as shown in the
table.
(h) Do not move pins P1 and P2. Draw lines at angles θ = 10°, 20°, 30° and 40° to MR, one of
which is shown in Fig. 4.1. Repeat steps (d) to (g), placing the mirror on each of the new lines
in turn, so that you obtain five sets of readings.
[5]
Table 4.1
θ /° α /°
0
10
20
30
40
[5]
Tie your ray-trace sheet into this Booklet between pages 10 and 11.
[Total: 10]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical Test), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0625 51
(d) t and T both recorded and ratio T500/T300 in range 1.17 – 1.43 [1]
unit s in (c) and (d) at least once and not contradicted [1]
[Total: 10]
table:
s, oC, oC [1]
[Total: 10]
(ii) V in V, I in A, R in Ω in (a), (b) and (c) at least once, not contradicted [1]
4 trace:
normal at 90o in correct position [1]
all lines present and neat and in approximately correct positions [1]
table:
first three α values 30°, 50°, 70° all to ± 5° (no ecf) [1]
graph:
axes correctly labelled and correct way round [1]
[Total: 10]
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2014
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SJF/KN) 81312/3
© UCLES 2014 [Turn over
2
l0 spring
clamp holding
cork
pin in cork
bench
Fig. 1.1
(a) On Fig. 1.1, measure the length l 0 of the unstretched spring, in mm.
l 0 = ........................................ mm [1]
(b) The diagram is drawn one tenth of actual size. Write down the actual length L0 of the
unstretched spring, in mm.
L0 = .........................................mm [1]
A student hangs a 300 g mass on the spring and measures the new length L of the spring.
255 mm
L = ....................................................
e = ..............................................mm
F
(ii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
Include the appropriate unit.
k = ....................................................
[2]
© UCLES 2014 0625/61/M/J/14
3
(c) The student adjusts the position of the lower clamp so that the pin is level with the bottom
of the mass when the mass is not moving. She pulls the mass down a short distance and
releases it so that it oscillates up and down. Fig. 1.2 shows one complete oscillation.
position of pin
highest position of mass
Fig. 1.2
T = ............................................... [1]
(d) She replaces the 300 g mass with a 500 g mass. She repeats the timing as described in part
(c).
34.48 s
t = ....................................................
T = ....................................................
(ii) The student suggests that the time taken for the oscillations of the spring should not be
affected by the change in mass.
State whether her results support this suggestion and justify your answer by reference to
the results.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(e) Explain briefly how you avoid a line-of-sight (parallax) error when measuring the length of a
spring in this type of experiment. You may draw a diagram.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
2 A student carries out an experiment to compare how quickly thermal energy is conducted along
rods made from different metals. Each rod is heated at one end with a Bunsen burner flame.
Each rod carries a marker held on the rod with a little wax. When the wax melts, the marker falls.
wax
rod marker
heat
tripod
bench
Fig. 2.1
(a) One other piece of equipment is required to compare how quickly thermal energy is conducted.
Name this piece of equipment.
...............................................................................................................................................[1]
(b) Suggest three possible variables that the student should keep constant in order to make a
fair comparison between the different metals.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[3]
(c) Another student suggests that it would be helpful to measure the temperatures at both ends
of the rod. He suggests using a liquid-in-glass thermometer, normally used for measuring the
temperature of hot water.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 6]
3 The IGCSE class is investigating the cooling of a thermometer bulb under different conditions.
110 °C
100
90
80
70
60
50
thermometer
40
30
20
10
0
–10
water
(a) Write down the temperature θH of the hot water, as shown on the thermometer in Fig. 3.2.
θH ............................................... [1]
(b) The student removes the thermometer from the beaker of water. He immediately starts a
stopclock. He records the temperature θ every 30 s. The readings are shown in Table 3.1.
Table 3.1
t/ θ/ θ/
30 78 84
60 71 79
90 67 76
120 65 74
150 63 73
He replaces the thermometer in the beaker of hot water and records its temperature.
90 °C
θH ....................................................
He removes the thermometer from the beaker of hot water and places it in a beaker containing
only dry cotton wool. The thermometer bulb is completely surrounded by cotton wool. He
immediately starts a stopclock, and records the temperature θ every 30 s. The readings are
shown in Table 3.1.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[2]
(c) Suggest two conditions that should be kept constant when this experiment is repeated.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 6]
power supply
A X Y Z
S
resistance
wire
Fig. 4.1
(a) A student connects the sliding contact S to point X in the circuit. She measures the potential
difference V across the lamp and the current I in the circuit. The meters are shown in Fig. 4.2.
4 5 6 0.4 0.6
3 7
2 8 0.2 0.8
1 9
0 V 10 0 A 1.0
Fig. 4.2
(i) Write down the readings shown on the meters in Fig. 4.2.
V = ....................................................
I = ....................................................
[2]
V
(ii) Calculate the resistance R of the lamp filament using the equation R = .
I
R = ............................................... [2]
(b) The student repeats the steps in (a) with the sliding contact S at point Y and then at point Z.
Comment on the effect, if any, on the brightness of the lamp that you would expect to see
when the sliding contact is moved from X to Y to Z.
...................................................................................................................................................
...............................................................................................................................................[1]
Suggest one practical reason why the new meter readings might be slightly different from
those shown in Fig. 4.2.
...................................................................................................................................................
...............................................................................................................................................[1]
(d) Another student carries out the experiment using a different lamp. He takes readings using
various lengths of resistance wire in the circuit. He plots a graph of V / V against I / A.
V/V
0
0 I/A
Fig. 4.3
State whether the graph shows that the resistance increases, decreases or remains constant
as the current increases. Justify your conclusion by reference to the graph.
justification ................................................................................................................................
...................................................................................................................................................
[2]
[Total: 8]
Fig. 5.1 shows a student’s ray-trace sheet with a line MR drawn on it. In the experiment the
reflecting face of a mirror is placed vertically on the line MR. The additional dashed line shows a
second mirror position.
ray-trace sheet
N
B ș
M R
P3
P4
Fig. 5.1
(a) NL is a normal to line MR. Draw a line 8.0 cm long from B at an angle of incidence i = 30° to
the normal, below MR and to the left of the normal. Label the end of this line A. [1]
(b) The student places two pins, P1 and P2, on line AB a suitable distance apart for this ray
tracing experiment. He views the images of pins P1 and P2 in the mirror and places two pins
P3 and P4 so that pins P3 and P4, and the images of P2 and P1, all appear exactly one behind
the other. The positions of P3 and P4 are shown in Fig. 5.1.
(i) Draw the line joining the positions of P3 and P4. Extend the line until it meets NL.
(ii) Measure the angle α0 between NL and the line joining the positions of P3 and P4. At this
stage the angle θ between the mirror and line MR is 0°.
α0 = ....................................................
[2]
(c) The student draws lines at angles θ = 10°, 20°, 30°, and 40° to MR. The first line, at 10° to
MR, is shown in Fig. 5.1. He repeats the procedure described in part (b), placing the mirror on
each of the new lines in turn. The readings are shown in Table 5.1.
Table 5.1
θ/° α/ °
10 51
20 69
30 90
40 111
50 130
[5]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ............................................... [2]
(e) In this experiment, when the mirror is moved though an angle θ, the reflected ray moves
through an angle (α – α0).
Table 5.2
θ/° α/ ° (α – α0)/°
10 51
20 69
30 90
40 111
50 130
(ii) Suggest the relationship between (α – α0) and θ. You may express the relationship in
words or as an equation.
...........................................................................................................................................
...........................................................................................................................................
[1]
(f) State one precaution, to improve accuracy, which you would take in this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 12]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0625 61
[Total: 8]
[Total: 6]
[Total: 6]
(ii) R = 7.3 (7.3077) (Ω) accept any sig. figs. > 2, ecf allowed [1]
(d) increases (note: if this mark is not scored, the next mark cannot be scored) [1]
[Total: 8]
5 (a) angle of incidence 30° and AB 8.0 cm single, continuous, straight line [1]
αo = 30 ±1o [1]
(c) graph:
axes correctly labelled and correct way round [1]
(d) triangle method seen on graph with triangle using at least half of line [1]
G between 1.9 and 2.1, ecf for axes wrong way round [1]
[Total: 12]
PHYSICS 0625/11
Paper 1 Multiple Choice May/June 2015
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*6194823567*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB15 06_0625_11/2RP
© UCLES 2015 [Turn over
2
1 A geologist compares the volumes of three rocks, X, Y and Z. Three measuring cylinders contain
different volumes of water. He places each rock into one of the measuring cylinders.
The diagrams show the measuring cylinders before and after the rocks are put in.
90 90 90 90 90 90
80 80 80 80 80 80
70 70 70 70 70 70
60 60 60 60 60 60
50 50 50 50 50 50
40 40 40 40 40 40
30 30 X 30 30 Y 30 30 Z
20 20 20 20 20 20
10 10 10 10 10 10
Which row shows the volumes of X, Y and Z in order, from largest to smallest?
largest smallest
volume volume
A X Z Y
B Y X Z
C Y Z X
D Z Y X
A B C D
0 0 0 0
0 time 0 time 0 time 0 time
3 A car travels 100 km. The journey takes two hours. The highest speed of the car is 80 km / h, and
the lowest speed is 40 km / h.
A 40 km / h B 50 km / h C 60 km / h D 120 km / h
4 Diagram 1 shows a piece of foam rubber that contains many pockets of air. Diagram 2 shows the
same piece of foam rubber after it has been compressed so that its volume decreases.
diagram 1 diagram 2
(before compression) (after compression)
What happens to the mass and to the weight of the foam rubber when it is compressed?
mass weight
A increases increases
B increases no change
C no change increases
D no change no change
5 cm
10 cm
2 cm
A B C D
7 A student measures the length of a spring. She then hangs different weights from the spring. She
measures the length of the spring for each different weight.
weight / N length / mm
0 520
1.0 524
2.0 528
3.0 533
4.0 537
5.0 540
What is the extension of the spring when the weight hung from it is 3.0 N?
A 4 mm B 5 mm C 12 mm D 13 mm
8 Which energy resource is used to generate electricity without using any moving parts?
A geothermal
B hydroelectric
C nuclear
D solar
The cyclist applies his brakes and the cycle stops at point Y.
hill
Y
D
mercury
C
B
block
table
The block is now turned so that it rests with its largest side on the table.
How has this change affected the force and the pressure exerted by the block on the table?
force pressure
A decreased decreased
B decreased unchanged
C unchanged decreased
D unchanged unchanged
In state 1, the molecules are very far apart. They move about very quickly at random in straight
lines until they hit something.
In state 2, the molecules are quite closely packed together. They move about at random. They do
not have fixed positions.
state 1 state 2
A gas liquid
B gas solid
C liquid gas
D solid liquid
13 The pressure of a fixed mass of gas in a cylinder is measured. The temperature of the gas in the
cylinder is then slowly increased. The volume of the cylinder does not change.
Which graph shows the pressure of the gas during this process?
A B
pressure pressure
0 0
0 time 0 time
C D
pressure pressure
0 0
0 time 0 time
stem
bulb
Where must the bulb be placed so that 0 °C can be marked on the stem?
A in a freezer
B in pure boiling water
C in pure cold water
D in pure melting ice
The graph shows how its temperature changes with time as it is heated constantly.
temperature
room temperature
0
0 A B C D
time
16 Thermal energy travels through space from the Sun to the Earth. Space is a vacuum.
A by conduction only
B by convection only
C by radiation only
D by convection and radiation
17 A cupboard is placed in front of a heater. Air can move through a gap under the cupboard.
wall
cupboard
heater
floor
Which row describes the temperature, and the direction of movement, of the air in the gap?
18 What is the number of wavefronts per second that pass a fixed point?
A B C D
barrier barrier barrier
deeper shallower
water water
Three types of radiation, P, Q and R, are missing from the spectrum diagram.
P Q R
21 Radiation from the Sun is dispersed by a prism. The prism does not absorb any of the radiation.
Four identical thermometers are placed, one at each of the labelled positions.
In which position does the thermometer show the greatest rise in temperature?
prism
radiation from
the Sun
A
B red light
C violet light
D
22 A scientist tries to direct a ray of light in a glass block so that no light escapes from the top of the
block.
light escaping
from top of block
top of block
glass block
X
ray of
light
The scientist changes angle X and stops the light escaping from the top.
Which row in the table describes the change to angle X and the name of the effect produced?
A a vacuum longitudinal
B a vacuum transverse
C water longitudinal
D water transverse
640 m
spectator
The spectator hears the sound of the starting pistol 2.0 s after seeing the flash from the pistol.
25 A magnet is placed on a balance. The balance reading changes when an iron bar or another
magnet is held close to the first magnet.
S
iron bar
N
S S S
N N N
100 g g g
26 An electromagnet with a soft-iron core is connected to a battery and an open switch. The soft-iron
core is just above some small soft-iron nails.
electromagnet
soft-iron core
soft-iron nails
The switch is now closed, left closed for a few seconds, and then opened.
What do the soft-iron nails do as the switch is closed, and what do they do when the switch is
then opened?
A ampere
B joule
C volt
D watt
29 The circuit diagram shows a 4.0 Ω resistor and an 8.0 Ω resistor connected to a 6.0 V battery.
6.0 V
4.0 Ω 8.0 Ω
30 The diagram shows a circuit which includes an uncharged capacitor and a switch.
X switch
capacitor
What happens to the capacitor when the switch is moved to position X, and what happens when
the switch is then moved to position Y?
switch at X switch at Y
31 The diagram shows a 3.0 Ω resistor and a 6.0 Ω resistor connected in parallel.
3.0 Ω
6.0 Ω
B 3.0 Ω
C 4.5 Ω
32 The diagram shows a 10 Ω resistor and a 20 Ω resistor connected in a potential divider circuit.
10 Ω
12.0 V
20 Ω V
33 In the circuit shown, only one of the fuses has blown, but none of the lamps is lit.
power
supply
B C
D
34 Which diagram shows the pattern of the magnetic field produced by a current-carrying solenoid?
A B C D
solenoid solenoid solenoid solenoid
A It is faster.
B It is safer.
C Less energy is wasted.
D Less equipment is needed.
36 A transformer has 1200 turns on its primary coil and 400 turns on its secondary coil. An output
voltage of 90 V is induced across the secondary coil.
output
voltage
90 V
A 30 V B 90 V C 270 V D 1200 V
37 The diagram shows a design for a cathode-ray tube. A tube with this design does not work.
power
supply
heated
anode vacuum
cold
cathode
Which change should be made so that the tube works properly to produce cathode rays?
38 Which row gives the properties of the radiation from radioactive materials?
A α β
B β γ
C γ α
D γ γ
detector
counts / s
A radioactive source is now placed close to the detector. The count rate on the detector rises to
200 counts per second.
detector
counts / s
radioactive
source
What is the count rate due to radiation from the radioactive source?
A 25 counts / s
B 192 counts / s
C 200 counts / s
D 208 counts / s
14
40 6C is a nuclide of carbon.
neutrons protons
A 6 8
B 6 14
C 8 6
D 14 6
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Question Question
Key Key
Number Number
1 B 21 A
2 C 22 C
3 B 23 C
4 D 24 B
5 D 25 A
6 B 26 A
7 D 27 A
8 D 28 C
9 A 29 A
10 C 30 B
11 C 31 A
12 A 32 C
13 C 33 A
14 D 34 D
15 C 35 C
16 C 36 C
17 B 37 A
18 B 38 C
19 D 39 B
20 C 40 C
PHYSICS 0625/21
Paper 2 Core May/June 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/SW) 90323/2
© UCLES 2015 [Turn over
2
Fig. 1.1 shows the student measuring the height of the stack using a ruler.
cm
15
eye
10
5
stack of
20 coins
Fig. 1.1
(a) With his eye at the position shown, the student’s measurement of the height of the stack is
6.8 cm.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
(b) Another student correctly determines the height of the stack as 7.7 cm.
[Total: 5]
(b) The car in Fig. 2.1 is travelling along a road on which there is a speed detector.
The speed detector consists of two parallel strips attached to the road and connected to a
timer.
speed
detector
strips
Fig. 2.1
The speed detector strips are 0.50 m apart. The time interval between the car hitting the first
strip and the second strip is 0.040 s.
(c) (i) A car is travelling at a speed of 15 m / s. The driver applies the brakes and brings the car
to a stop.
16
14
12
speed
m / s 10
0
0 1 2 3 4 5 6 7 8 9 10 11 12
time / s
Fig. 2.2
(ii) On another occasion, the car is travelling at the same speed of 15 m / s when the driver
sees a hazard ahead. She uses emergency braking to stop the car in 2.0 seconds.
On Fig. 2.2, draw the speed-time graph for the emergency stop. [1]
[Total: 7]
Fig. 3.1
The mass of the chair is less on the Moon but not zero.
(b) The student tips his chair back to the position shown in Fig. 3.2.
centre of mass of
student and chair
Fig. 3.2
(i) State and explain how the pressure exerted by the chair on the floor in Fig. 3.2 compares
with the pressure exerted by the chair in Fig. 3.1.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[3]
(ii) Explain why the chair will topple over backwards. You may draw on Fig. 3.2 as part of
your answer.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
BLANK PAGE
11 12 1
10 2
9 3
8 4
7 6 5
Fig. 4.1
The battery stores ...................................... energy. When the battery is first connected, electrical
energy is transferred to ...................................... energy of the clock’s hands. Some of the electrical
energy is transferred to the surroundings as ...................................... energy. When the alarm bell
[Total: 4]
5 (a) Fig. 5.1 shows four traces produced by an oscilloscope for different sounds. For each trace
the same settings of the oscilloscope were used.
A B C D
Fig. 5.1
(i) In the box, write the letter A, B, C or D of the trace showing the sound with the highest
pitch.
[1]
The two traces that have the same amplitude are ......... and ......... . [1]
(b) Students are provided with a 100 m tape measure and stopwatches. The teacher has a
starting pistol.
Describe an experiment that they can carry out to determine the speed of sound in air.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 7]
© UCLES 2015 0625/21/M/J/15
11
6 A round-bottomed flask is connected to a mercury manometer. The air inside the flask is warm.
The arrangement is shown in Fig. 6.1.
mm
500
400
mercury
300
air
200
100
Fig. 6.1
(a) (i) State the scale reading for the left-hand column.
(i) State what happens to the pressure of the air inside the flask as the air cools.
...................................................................................................................................... [1]
(ii) In terms of the air molecules, state two ways in which the air changes as it cools.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
© UCLES 2015 0625/21/M/J/15 [Turn over
12
to taps
metal
storage
water tank
jacket heater
from
water
supply
Fig. 7.1
(i) Name the process by which water in contact with the heater becomes hot.
...................................................................................................................................... [1]
(ii) 1. Explain how the water at the top of the storage tank becomes hot. Include the word
density in your answer.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
...................................................................................................................................... [1]
(b) Hot water storage tanks are often covered in a material such as polystyrene or a ‘jacket’ made
from a woollen material.
...................................................................................................................................... [1]
(ii) Suggest two reasons why the use of such a material is important.
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
[Total: 8]
© UCLES 2015 0625/21/M/J/15
13
8 (a) A ray of red light passes through a glass block, as shown in Fig. 8.1.
air
glass
Fig. 8.1
...................................................................................................................................... [1]
(b) A roadside reflector is made of plastic. It reflects the light from car headlamps.
Fig. 8.2 shows part of the path of a ray of light through the reflector.
A roadside
45° reflector
45°
Fig. 8.2
(i) On Fig. 8.2, complete the path of the ray of light. [1]
(ii) State the term used to describe this type of reflection.
...................................................................................................................................... [1]
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]
Fig. 9.1
.............................................................................................................................................. [1]
(b) The heater has three identical heating elements, a fan driven by a motor and a lamp.
Name the components that are working when switch A only is closed.
.............................................................................................................................................. [1]
(c) The heater has two switches, B and C, to give high, medium and low heat settings.
Identify how each heat setting is obtained. Complete the table by adding ticks to represent a
closed switch.
(d) Write down the equation that relates resistance, potential difference (p.d.) and current.
.............................................................................................................................................. [1]
(e) The current in one of the heating elements is 5.0 A. The resistance of the heating element
is 50 Ω.
Calculate the p.d. across the heating element. Include the appropriate unit.
(f) Explain how the component with the symbol protects the circuit.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 10]
(b) A student has 3 metal bars which all look the same. Two of the metal bars are magnets and
one is not.
Explain how the student can identify the two magnets without using any other equipment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) From the metals given in (a), state the name of the metal that can be used to make a
permanent magnet.
.............................................................................................................................................. [1]
(d) Fig. 10.1 shows a vertical wire passing through a horizontal piece of card.
wire
Fig. 10.1
There is a direct current (d.c.) in the wire. The current produces a magnetic field around the
wire.
(i) Name a piece of equipment that can be used to investigate the magnetic field produced
by the current-carrying wire.
...................................................................................................................................... [1]
(ii) Fig. 10.2 shows the wire and the card viewed from above.
vertical
wire
Fig. 10.2
On Fig. 10.2, carefully draw two complete field lines produced by the current-carrying
wire. [1]
[Total: 7]
Fig. 11.1
(a) Identify one feature that is the same for all radiations that form the electromagnetic spectrum.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) Fill in the blank spaces between visible light and radio waves by adding the names of the
radiations. [2]
.............................................................................................................................................. [1]
...........................................................................................................................................
...................................................................................................................................... [1]
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 6]
In a laboratory, the count rate from a sample of the contaminated water is measured every 10 days.
The results are shown in the table.
time / days 0 10 20 30 40 50 60 70
count rate
3250 2300 1650 1200 980 550 400 320
counts / s
(a) On Fig. 12.1, complete the graph by plotting the first three points and drawing the best-fit
curve. [2]
3500
3000
2500
count-rate
counts / s 2000
1500
1000
500
0
0 10 20 30 40 50 60 70 80
time / days
Fig. 12.1
Circle this point on the graph and estimate the correct count rate for this day.
(c) Use the graph to determine the half-life of the radioactive element. Ignore background
radiation.
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
B marks are independent marks, which do not depend on any other marks. For a B mark to
be scored, the point to which it refers must actually be seen in the candidate's
answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M
mark to be scored, the point to which it refers must be seen in a candidate's
answer. If a candidate fails to score a particular M mark, then none of the dependent
A marks can be scored.
C marks are compensatory method marks which can be scored even if the points to which
they refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it. For example, if an equation carries a C mark
and the candidate does not write down the actual equation but does correct working
which shows he knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one
of the ways which allow a C mark to be scored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
e.c.f. means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of
working, he may be given marks indicated by e.c.f. provided his subsequent working
is correct, bearing in mind his earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks
annotated “e.c.f.”
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities
e.g. spelling which suggests confusion between reflection/refraction/diffraction or
thermistor/transistor/transformer.
Sig. figs. On this paper, answers are generally acceptable to any number of significant figures
≥2, except where the mark scheme specifies otherwise or gives an answer to only 1
significant figure.
Units On this paper, incorrect units are not penalised, except where specified. More
commonly, marks are awarded for specific units.
Extras If a candidate gives more answers than required, irrelevant extras are ignored; for
extras which contradict an otherwise correct response, or are forbidden by the mark
scheme, use right plus wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a
right plus wrong penalty.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
(b) 7.7 ÷ 20 C1
0.385 (cm) OR 0.39 (cm) A1
[Total: 5]
2 (a) 40 (km) B1
[Total: 7]
[Total: 7]
4 chemical B1
kinetic B1
thermal B1
sound B1
[Total: 4]
[Total: 7]
molecules closer B1
[Total: 7]
2. convection B1
[Total: 8]
(ii) normal B1
[Total: 5]
(e) 50 × 5 C1
250 V A1
[Total: 10]
(c) steel B1
[Total: 7]
11 (a) transverse waves OR travel at same (high) speed OR travel across a vacuum B1
(d) (i) medical imaging OR security scanning (at airports etc.) OR dentistry
OR finding defects in welding B1
[Total: 6]
775 ± 75 A1
(c) initial count rate halved OR pair of count rates indicating halving C1
at least one corresponding time from graph C1
20 days ± 2 days A1
[Total: 7]
PHYSICS 0625/31
Paper 3 Extended May/June 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/JG) 94500/2
© UCLES 2015 [Turn over
2
BLANK PAGE
1 (a) Figs. 1.1 and 1.2 show speed-time graphs for two objects, each moving in a straight line.
speed speed
0 0
0 time 0 time
(i) Describe the motion of the object shown by the graph in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
(ii) Describe the motion of the object shown by the graph in Fig. 1.2.
...........................................................................................................................................
...........................................................................................................................................
[3]
(b) On a day with no wind, a large object is dropped from a tall building. The object experiences
air resistance during its fall to the ground.
State and explain, in terms of the forces acting, how the acceleration of the object varies
during its fall.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 7]
2 A large stone block is to be part of a harbour wall. The block is supported beneath the surface of
the sea by a cable from a crane. Fig. 2.1 shows the block with its top face a distance h beneath the
surface of the sea.
cable
surface of sea
h
block
Fig. 2.1
The force acting downwards on the top face of the block, due to the atmosphere and the depth h
of water, is 3.5 × 104 N.
(a) The top face of the block has an area of 0.25 m2.
Calculate the pressure on the top face of the block due to the depth h of water.
h = ................................................ [2]
(b) Suggest two reasons why the tension force in the cable is not 3.5 × 104 N.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
.............................................................................................................................................. [1]
[Total: 8]
3 Fig. 3.1 shows an early water-powered device used to raise a heavy load. The heavy load rests on
piston B.
cylinder A cylinder B
water load
piston A piston B
pivot beam
Initially, a large weight of water in cylinder A pushes piston A down. This causes the left-hand end
of the beam to move down and the right-hand end of the beam to move up. Piston B rises, lifting
the heavy load.
(d) The heavy load lifted by piston B gains 96 kJ of gravitational potential energy.
[Total: 8]
4 (a) (i) State two ways in which the molecular structure of a liquid is different from the molecular
structure of a solid.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(ii) Explain, in terms of energy, the process which takes place as a solid at its melting point
changes into a liquid at the same temperature.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [1]
(b) During a severe snowstorm, a layer of snow (ice crystals) forms on the body of an animal in a
field. The snow and the surrounding air are at 0 °C. The snow begins to melt.
(i) The mass of snow that falls on the animal is 1.65 kg. The specific latent heat of fusion of
snow is 330 000 J / kg.
(ii) The animal derives energy from its food to maintain its body temperature.
...................................................................................................................................... [1]
[Total: 6]
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A student carries out an experiment to find the specific heat capacity of aluminium. He uses
an electric heater and a thermometer, inserted into separate holes in an aluminium block.
Calculate the value of the specific heat capacity of aluminium given by this experiment.
(c) In the experiment in (b), no attempt is made to prevent loss of thermal energy from the
surfaces of the block.
Suggest two actions the student could take to reduce the loss of thermal energy from the
surfaces of the block.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
[Total: 8]
6 A water wave in a tank travels from a region where the speed of the wave is faster into a region
where it is slower.
Fig. 6.1 is a one-quarter scale diagram that shows the wavefronts in the region where the speed is
faster.
faster region
wavefronts
tank
slower region
(a) (i) Take measurements from the scale diagram in Fig. 6.1 to determine the wavelength of
the water wave as it travels in the faster region.
(b) On Fig. 6.1, draw lines that indicate the positions of the wavefronts of the water wave in the
slower region. [2]
(c) State what happens to the frequency of the water wave as it passes into the slower region.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]
BLANK PAGE
O
P Q R S
Fig. 7.1
...................................................................................................................................... [2]
(ii) Using the letters on Fig. 7.1, identify the focal length of the lens.
...................................................................................................................................... [1]
(iii) On Fig. 7.1, draw an eye suitably placed to view the image I. [1]
(b) Fig. 7.2 shows an object O placed to the left of a converging lens. A principal focus of the lens
is at the position marked F.
Fig. 7.2
(i) On Fig. 7.2, draw two rays to locate the image of object O. Draw the image.
(ii) On Fig. 7.2, draw one other ray from the upper tip of O to the image.
[4]
[Total: 8]
8 (a) Fig. 8.1 shows a bar magnet suspended by a spring over a coil. The coil is connected to a
sensitive centre-zero millivoltmeter.
spring
magnet
sensitive
coil centre-zero
millivoltmeter
Fig. 8.1
(i) The lower end of the magnet is pushed down into the upper end of the coil and
held at rest.
During the movement, an e.m.f. is induced in the coil. The meter shows a deflection to
the right and then returns to zero.
...........................................................................................................................................
...................................................................................................................................... [1]
...................................................................................................................................... [1]
2. the magnet continues to oscillate up and down, moving in and out of the coil with
each oscillation.
...................................................................................................................................... [1]
240 V 6.0 V
mains coil P 8000 coil S lamp
turns
Fig. 8.2
The primary coil P, connected to the 240 V mains supply, has 8000 turns. The secondary
coil S supplies 6.0 V to a lamp.
[Total: 8]
9 In Fig. 9.1, a 12 V battery supplies a current I to a circuit. The circuit contains a thermistor and a
1000 Ω resistor in parallel, with a 500 Ω resistor in series.
12 V
500 1
1000 1
Fig. 9.1
Calculate
(i) the combined resistance of the thermistor and the 1000 Ω resistor,
(b) The temperature of the thermistor is increased so that its resistance decreases.
State the effect of this change in resistance on the current through the 500 Ω resistor. Explain
your answer.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 7]
10 Fig. 10.1 shows two parallel conducting plates connected to a very high voltage supply.
+ –
+ – conducting plate
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
voltage
supply
Fig. 10.1
The left-hand plate is positively charged and the right-hand plate is negatively charged.
(a) On Fig. 10.1, draw the electric field pattern produced between the charged plates. Use arrows
to show the direction of the field. [2]
(b) A light, conducting ball is suspended by an insulating string. Fig. 10.2 shows the ball in the
middle of the gap between the plates.
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
+ –
voltage
supply
Fig. 10.2
(c) The ball is displaced to the left and then oscillates backwards and forwards between the two
plates.
The ball touches a plate once every 0.05 s. Every time it touches a plate, a charge of
2.8 × 10−8 C (0.000 000 028 C) is transferred.
[Total: 6]
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) A beam of α-particles and β-particles passes, in a vacuum, between the poles of a strong
magnet.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) A beam of β-particles passes, in a vacuum, through the electric field between a pair of
oppositely charged metal plates.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
A Po 206 Pb + 42 X
Z 82
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
B marks are independent marks, which do not depend on other marks. For a B mark to be
scored, the point to which it refers must be seen specifically in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to
be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent A marks can be
scored.
C marks are compensatory marks which can be scored even if the points to which they refer are
not written down by the candidate, provided subsequent working gives evidence that
they must have known it. For example, if an equation carries a C mark and the candidate
does not write down the actual equation but does correct working which shows he knew
the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one of
the ways which allow a C mark to be scored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
e.c.f . means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor/ transformer.
Sig. figs. On this paper, answers are generally acceptable to any number of significant
figures [=2, except where the mark scheme specifies otherwise or gives an
answer to only 1 significant figure.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question.
Extras If a candidate gives more answers than required, irrelevant extras are ignored; for extras
which contradict an otherwise correct response, or are forbidden by the mark scheme,
use right plus wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
(b) mention of air resistance AND weight (of object) / force due to gravity B1
[Total: 7]
[Total: 8]
[Total: 8]
[Total: 6]
[Total: 8]
26 ± 2 mm OR 2.6 ± 0.2 cm A1
[Total: 7]
(ii) RS B1
3 correct rays drawn on Fig. 7.2, from tip of O to intersection of other two rays
and refracted correctly at lens
note: the third ray does not have to be one of those listed above B1
[Total: 8]
8 (a) (i) (magnetic) field (lines) of magnet cut by turns / coil / wire
OR (magnetic) field linked with coil changes B1
(b) (i) Np/Ns = Vp/Vs in any form OR (Ns =) NpVs/Vp OR 8000 × 6/240 C1
OR (Vp/Vs =) 40
(NS =) 200 A1
[Total: 8]
(b) (more current in circuit so) current (in 500 Ω resistor) increases B1
[Total: 7]
10 (a) (i) at least three horizontal, parallel lines evenly spaced (ignore edge effects) B1
(b) right hand half of ball has more + signs than – signs
AND left hand half of ball has more – signs than + signs M1
[Total: 6]
any 1 from: B1
• β deflected more (than α)
• deflections perpendicular to field direction and to paths of particle
• paths (of particles) are curves / circular / arcs
(ii) A = 210 Z = 84 B1
[Total: 7]
PHYSICS 0625/51
Paper 5 Practical Test May/June 2015
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 7 5 9 9 8 7 0 2 6 5 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LEG/JG) 91118/1
© UCLES 2015 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2015 0625/51/CI/M/J/15
3
Question 1
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) Triangular block to act as a pivot for the metre rule. This block is to stand on the bench.
Note
1. The metre rule should approximately balance on the pivot when the 50 cm mark is over the pivot.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(ii) 250 cm3 beaker containing approximately 150 cm3 of hot water. See note 2.
(iv) Stopclock, stopwatch or wall-mounted clock showing seconds. Candidates will be required
to take readings at 30 s intervals. They may use their own wristwatch facility if they wish. The
question will refer to a stopclock.
Notes
1. The thermometer, clamp, boss and stand are to be set up for the candidate as shown in Fig. 2.1.
thermometer
stand
Fig. 2.1
2. The hot water is to be supplied for each candidate by the Supervisor. The water temperature
should be between 80 °C and 100 °C.
3. Candidates should be warned of the dangers of burns and scalds when using very hot water.
4. The candidates must be able easily and safely to move the thermometer in and out of the water.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Power supply of approximately 1.5 V – 3 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage setting should be set by the Supervisor and
fixed (e.g. taped). See note 2.
(ii) Two similar lamps in suitable holders. Any low voltage lamps will suffice, provided that they
glow when connected as shown in Fig. 3.1, and will not blow if the lamps are connected in
parallel.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A with a minimum precision of 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 3.1, with two additional leads.
See note 3.
Notes
power
supply
Fig. 3.1
2. If cells are used they must remain adequately charged throughout the examination. Spare cells
should be available.
4. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Set up the circuit so that it is arranged as shown in Fig. 3.1.
Check the power supply and lamps.
© UCLES 2015 0625/51/CI/M/J/15 [Turn over
6
Question 4
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 paper (per candidate) with a hole in one corner so that it can be tied into the
Question Booklet.
(vii) String or treasury tag (per candidate) to tie ray-trace sheet ((i) above) into the Question
Booklet.
Notes
Action at changeover
Supply a sheet of plain A4 paper (as in (i) above) and string or a treasury tag (as in (vii) above).
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is required to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LEG/JG) 91116/1
© UCLES 2015 [Turn over
2
1 In this experiment, you will determine the weight of a metre rule using a balancing method.
50.0 cm mark
P metre rule
x y
pivot
Fig. 1.1
(a) Place the metre rule on the pivot. Place the load P on the metre rule at the 90.0 cm mark.
Keeping P at the 90.0 cm mark, adjust the position of the metre rule on the pivot so that the
metre rule is as near as possible to being balanced.
(i) Write down the reading on the metre rule at the position of the pivot.
(ii) Record the distance x from the 90.0 cm mark to the pivot.
x = ...........................................................[1]
(iii) Record the distance y from the pivot to the 50.0 cm mark.
y = ...........................................................[1]
Px
(iv) Determine the weight W of the metre rule using the equation W = , where P = 2.0 N.
P is the weight of load P. y
W = ...........................................................[1]
Move load P to the 95.0 cm mark. Place the load Q on the metre rule and adjust its position so
that the rule balances.
(i) On Fig. 1.2 mark, with a letter X, the approximate position of Q. [1]
50.0 cm mark
P
a
pivot
Fig. 1.2
© UCLES 2015 0625/51/M/J/15
3
(ii) Record the distance a from the 95.0 cm mark to the pivot.
a = ...............................................................
b = ...............................................................
(iv) Record the distance c from the 50.0 cm mark to the pivot.
c = ...............................................................
[1]
(v) Calculate the product aP, where P = 2.0 N. Include the unit.
aP = ...............................................................
(vi) Calculate the product bQ, where Q = 1.0 N. Q is the weight of load Q.
bQ = ...............................................................
(vii) Calculate the product cW, using the value of W determined in part (a)(iv).
cW = ...............................................................
[2]
(c) A student suggests that aP should be equal to bQ + cW.
State whether your results support the suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(d) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
Carry out the following instructions referring to Fig. 2.1. You are provided with a beaker containing
hot water and a thermometer.
thermometer
water
Fig. 2.1
(a) (i) Place the thermometer in the beaker of water. When the thermometer reading stops
rising, measure the temperature θ of the water and immediately start the stopclock.
Record θ in Table 2.1 at time t = 0 s.
(ii) In Table 2.1, record the temperature of the water at 30 s intervals until you have a total of
six values up to time t = 150 s.
Table 2.1
t/s θ / °C
30
60
90
120
150
[3]
[5]
(c) (i) State whether the rate of cooling of the water in the beaker increases, decreases or
stays approximately constant during the period of cooling.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 10]
3 In this experiment, you will investigate the resistance of lamp filaments in series and parallel
circuits.
The circuit shown in Fig. 3.1 has been set up for you.
power
supply
Fig. 3.1
(a) (i) Switch on. Measure and record the potential difference VS across the lamps and the
current IS in the circuit. Switch off.
VS = ...............................................................
IS = ...............................................................
[2]
VS
(ii) Calculate the resistance RS of the lamp filaments using the equation RS = .
IS
RS = ...........................................................[1]
[2]
(i) Switch on. Measure and record the potential difference VP across the lamps and the
current IP in the circuit. Switch off.
VP = ...............................................................
IP = ...............................................................
[1]
VP
(ii) Calculate the resistance RP of the lamp filaments using the equation RP = .
IP
RP = ...............................................................
RS
(iii) Calculate the ratio .
RP
RS
= ...............................................................
RP
[2]
R
(d) A student wishes to investigate whether the ratio S for the two lamps is the same under all
RP
conditions.
(i) Suggest a variable that you could change in order to obtain further sets of readings. You
are not asked to take any further readings.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 10]
BLANK PAGE
4 In this experiment, you will investigate the refraction of light passing through a transparent block.
hole
G F J H
A E B
D M C
ray-trace sheet
eye
Fig. 4.1
(a) Place the transparent block, largest face down, on the ray-trace sheet supplied. The block
should be approximately in the middle of the paper. Draw the outline of the block ABCD.
(b) Remove the block and draw a normal NL at the centre of side AB. Label the point E where
the normal crosses AB. Label the point M where the normal crosses CD.
(c) Draw a line GH, parallel to AB and 6.0 cm above AB. Label the point J where the normal
crosses GH.
(d) Draw a line, starting at E, to the left of the normal and at an angle of incidence i = 30° to the
normal as shown in Fig. 4.1. Label the point F where the line meets GH.
© UCLES 2015 0625/51/M/J/15
11
(e) Place two pins P1 and P2 on the line FE, placing one pin close to E. Label the positions of P1
and P2.
(f) Replace the block and observe the images of P1 and P2 through side CD of the block so that
the images of P1 and P2 appear one behind the other. Place two pins P3 and P4 between your
eye and the block so that P3 and P4, and the images of P1 and P2 seen through the block,
appear one behind the other. Label the positions of P3 and P4. Remove the block.
(g) Draw a line joining the positions of P3 and P4. Continue the line until it meets CD and label
this point K. Draw the line KE.
(h) (i) Measure and record the length a between points F and J.
a = ...............................................................
b = ...............................................................
c = ...............................................................
d = ...............................................................
[2]
ac
(i) Calculate n, the refractive index of the material of the block, using the equation n = .
bd
n = .......................................................... [1]
(j) Repeat steps (d) – (h) but with the angle of incidence i = 50°.
a = ...............................................................
b = ...............................................................
c = ...............................................................
d = ...............................................................
n = ...............................................................
[2]
(k) Suggest one precaution that you should take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
Tie your ray-trace sheet into this Booklet between pages 10 and 11. [4]
[Total: 10]
© UCLES 2015 0625/51/M/J/15
12
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical Test), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (cm) means that the mark is scored for 10, regardless of the unit given.
e.c.f . means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities.
Sig. figs. Candidates are expected to give answers to a suitable precision. The use of an
inappropriate number of significant figures will be penalised where indicated in the mark
scheme. Rounding errors will also be penalised.
Extras If a candidate gives more answers than required, irrelevant extras are ignored; for extras
which contradict an otherwise correct response, or are forbidden by the mark scheme,
use right plus wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
1 (a)(i)(ii) mark recorded between 85 and 60 cm, with matching x value [1]
(ii)–(iv) a = x + 5; b = 10 ± 4; c = y [1]
justified with reference to results; must include the idea of being close enough to be
within limits of experimental accuracy [1]
(d) difficulty in achieving balance OR difficulty in positioning load in correct position due to
markings being covered by the load [1]
[Total: 10]
(ii) Table:
temperatures decreasing with final difference not more than first difference [1]
(b) Graph:
• axes correctly labelled, right way round and with units [1]
• suitable scales, plots occupying at least half grid in both directions [1]
• all plots correct to within ½ small square [1]
• good best-fit line judgement [1]
• single, thin, continuous line [1]
[Total: 10]
voltmeter in correct position, with rest of circuit and symbols correct [1]
(c) (i) V and I recorded with correct units with correct PD, current and resistance units [1]
[Total: 10]
4 Ray-trace:
• normal at 90º and in correct position [1]
• first angle of incidence = 30º ± 1º and GH in correct position ± 2 mm [1]
• all lines present and neat, both sets, in approximately the correct positions [1]
• first P1P2 distance ù 5 cm [1]
[Total: 10]
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2015
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LEG/JG) 91120/3
© UCLES 2015 [Turn over
2
1 The class is determining the weight of a metre rule using a balancing method.
50.0 cm mark
P metre rule
x y
pivot
Fig. 1.1
(a) A student places a load P at the 90.0 cm mark on a metre rule and then balances the rule on
a pivot.
(i) On Fig. 1.1, measure the distance x from the 90.0 cm mark to the pivot.
x = ...........................................................[1]
(ii) On Fig. 1.1, measure the distance y from the pivot to the centre of the rule.
y = ...........................................................[1]
(i) Calculate the actual distance X from the 90.0 cm mark to the pivot.
X = ...............................................................
(ii) Calculate the actual distance Y from the pivot to the centre of the rule.
Y = ...............................................................
[1]
PX
(iii) Determine a value W1 for the weight of the metre rule using the equation W1 = ,
Y
where P = 2.0 N. P is the weight of the load P.
W1 = ...........................................................[1]
(c) The student keeps the pivot at the same position and moves load P to the 95.0 cm mark. He
places a load Q of weight Q = 1.0 N, on the metre rule. He adjusts its position so that the rule
balances.
On Fig. 1.2 mark, with a letter Z, the approximate position of the load Q. You do not need to
carry out a detailed calculation.
50.0 cm mark
P
a
pivot
Fig. 1.2
[1]
(d) The student uses the values of P and Q and their distances from the pivot to calculate a
second value W2 for the weight of the rule.
1.12 N
W2 = ...............................................................
State whether the results support his idea. Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
(a) A student measures the initial temperature of hot water in a beaker, as indicated by the
thermometer in Fig. 2.1.
°C
0
11
0
10
90
80
70
60
50
40
30
20
water
10
0
0
–1
Fig. 2.1
(b) The student allows the water in the beaker to cool and records the temperature at 30 s
intervals. The readings are shown in the table.
Table 2.1
t/ θ/
30 72
60 64
90 60
120 57
150 56
[2]
[5]
(d) (i) State whether the rate of cooling of the water in the beaker increases, decreases or
stays approximately constant during the period of cooling.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 9]
3 The class is investigating the resistance of lamp filaments in series and parallel circuits.
power
supply
Fig. 3.1
(a) (i) Write down the readings shown on the meters in Figs. 3.2 and 3.3.
5
3 4 6 7
2 8
1 9
0 10
VS = ...............................................................
V
Fig. 3.2
0.4 0.6
0.2 0.8
0 1.0
IS = ...............................................................
A [2]
Fig. 3.3
VS
(ii) Calculate the resistance RS of the lamp filaments using the equation RS = .
IS
RS = ...........................................................[1]
© UCLES 2015 0625/61/M/J/15
7
[2]
(ii) The student measures the potential difference VP across the lamps and the current IP in
the circuit.
2.0 V
VP = ...............................................................
0.60 A
IP = ...............................................................
VP
Calculate the resistance RP of the lamp filaments using the equation RP = .
IP
RP = ...............................................................
RS
(iii) Calculate the ratio .
RP
RS
= ...............................................................
RP
[1]
R
(c) A student wishes to investigate whether the ratio S for the two lamps is the same under all
RP
conditions.
(i) Suggest a variable that you could change in order to obtain further sets of readings.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 8]
BLANK PAGE
4 The class is investigating the refraction of light passing through a transparent block.
A B
ray–trace
sheet
D C
P3
P4
eye
Fig. 4.1
© UCLES 2015 0625/61/M/J/15
11
(a) (i) Draw a normal NL at the centre of side AB. Label the point E where the normal crosses
AB. Label the point M where the normal crosses CD.
(ii) Draw a line GH, parallel to AB and 6.0 cm above AB. Label the point J where the normal
crosses GH.
(iii)
Draw a line, starting at E, to the left of the normal and at an angle of incidence i = 30 ° to
the normal. Label the point F where the line meets GH.
[3]
(b) The student places two pins P1 and P2 on the line FE.
On Fig. 4.1, label suitable positions for pins P1 and P2. [1]
(c) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other.
She places two pins P3 and P4 between her eye and the block so that P3 and P4, and the
images of P1 and P2 seen through the block, appear one behind the other. The positions of P3
and P4 are shown on Fig. 4.1.
(i) Draw a line joining the positions of P3 and P4. Continue the line until it meets CD and
label this point K.
(d) (i) Measure and record the length a between points F and J.
a = ...............................................................
b = ...............................................................
c = ...............................................................
d = ...............................................................
[1]
ac
(v) Calculate n, the refractive index of the material of the block, using the equation n = .
bd
n = ...........................................................[1]
(e) Suggest one precaution that you would take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
lamp slit
Fig. 4.2
This experiment can be carried out using a ray box instead of the pins.
On Fig. 4.1, draw a ray box in a suitable position for this experiment. [1]
[Total: 9]
BLANK PAGE
clamp clamp
bob
one complete
oscillation
A student measures the length l of the pendulum and takes readings of the time t for
20 complete oscillations. She calculates the period T of the pendulum. T is the time taken for
one complete oscillation. She repeats the procedure for a range of lengths.
T 2 / s2
3
0
0 0.2 0.4 0.6 0.8 1.0
l/m
Fig. 5.3
(a) Using the graph, determine the length l of a pendulum that has a period T = 2.0 s. Show
clearly on the graph how you obtained the necessary information.
l = ...........................................................[3]
(b) Explain why measuring the time for 20 swings, rather than for 1 swing, gives a more accurate
value for T.
...................................................................................................................................................
...............................................................................................................................................[1]
(c) Another student investigates the effect that changing the mass m of the pendulum bob has on
the period T of the pendulum.
(i) Suggest how many different masses the student should use for this laboratory experiment.
[Total: 6]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (cm) means that the mark is scored for 10, regardless of the unit given.
e.c.f . means “error carried forward”. This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
may be given marks indicated by e.c.f. provided his subsequent working is correct,
bearing in mind his earlier mistake. This prevents a candidate being penalised more than
once for a particular mistake, but only applies to marks annotated “e.c.f.”
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous with spelling and use of English. However, do not allow ambiguities.
Sig. figs. Candidates are expected to give answers to a suitable precision. The use of an
inappropriate number of significant figures will be penalised where indicated in the mark
scheme. Rounding errors will also be penalised.
Extras If a candidate gives more answers than required, irrelevant extras are ignored; for extras
which contradict an otherwise correct response, or are forbidden by the mark scheme,
use right plus wrong = 0.
Ignore indicates that something which is not correct is disregarded and does not cause a right
plus wrong penalty.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate, i.e. right plus wrong penalty
applies.
(c) sensible position indicated for Z, between pivot and centre of rule [1]
justified with reference to results; must include idea of being close enough to be
within limits of experimental accuracy, ecf (b) [1]
(e) difficulty in achieving balance OR difficulty in positioning load exactly, e.g. load
covers rule markings or uncertainty about position of centre of mass of load [1]
[Total: 8]
(b) s, °C [1]
(c) Graph:
• axes correctly labelled, right way round and with units [1]
• suitable scales, plots occupying at least half grid in both directions [1]
• all plots correct to within ½ small square [1]
• good best-fit line judgement [1]
• single, thin, continuous line [1]
[Total: 9]
voltmeter in correct position, with rest of circuit and symbols correct [1]
(ii)(iii) RP = 3.3 or 3.33 with unit Ω and 2 or 3 significant figures AND RS/RP
calculated [1]
[Total: 8]
(c) line KE correct, single and straight, emergent ray through P3 and P4 [1]
(d) a = 3.3 – 3.7 (cm); b = 6.8 – 7.2 (cm); c = 4.0 – 4.4 (cm); d = 1.4 – 1.8 (cm) [1]
(f) ray box near start of incident ray or anywhere on incident ray; pointing in correct
direction [1]
[Total: 9]
(b) reduce (percentage) uncertainty OR reduce (the effect of) error due to
starting/stopping [1]
(ii) minimum not less than 10 g; maximum not more than 1000 g; maximum must
be at least double the minimum [1]
[Total: 6]
PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2015
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*3168315335*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB15 11_0625_11/2RP
© UCLES 2015 [Turn over
2
1 Which option contains only apparatus that could be used to determine the volume of a small
block of unknown material?
20
speed
m/s
10
0
0 5 10 15 20 25 30
time / s
What is the distance travelled by the car while it is moving at a constant speed?
5 km
Q 10 km
T
5 km
10 km
R
P
The object is taken to the Moon. The mass of the object is measured on the Moon.
A 0 kg
B more than 0 kg, but less than 5.0 kg
C 5.0 kg
D more than 5.0 kg
A the area of the shaded face and the volume of the block
B the area of the shaded face and the weight of the block
C the mass of the block and the height of the block
D the mass of the block and the volume of the block
6 A heavy beam rests on two supports. The diagram shows the only three forces F1, F2 and F3
acting on the beam.
F1 F2
beam
support support
F3
7 Which list contains only properties of an object that can be changed by a force?
8 What needs to be known to calculate the work done by a force acting on an object?
the distance
the time for
the size of the force
which the force
the force moves the
acts
object
A key
B = needed
C = not needed
D
10 The diagram shows a manometer containing a liquid. The manometer is used to find the
difference between the pressure of a gas and atmospheric pressure.
gas
pressure
A
C
D
liquid
11 Four physics teachers investigate pressure. They wear identical clothes and lie on different beds
of nails.
The table gives the weight of each teacher and the total area of contact between the teacher and
the nails.
A 700 13
B 800 20
C 900 14
D 1000 21
12 A cylinder of constant volume contains a fixed mass of gas. The gas is cooled.
What happens to the pressure of the gas and what happens to the kinetic energy of the gas
molecules?
kinetic energy
pressure of gas
of molecules
A decreases decreases
B decreases increases
C increases decreases
D increases increases
13 A swimmer feels cold after leaving warm water on a warm, windy day.
Why does she feel cold even though the air is warm?
A its density
B its diameter
C its thickness
D its volume
15 The same quantity of thermal (heat) energy is given to two objects X and Y. The temperature rise
of object X is less than the temperature rise of object Y.
16 The air in a room is heated by a heater. The diagram shows the circulation of the air in the room.
circulation
of air
room
heater
17 Four rods are made from different metals P, Q, R and S. The rods have equal lengths and equal
diameters. The rods are heated at one end, in the same way.
The table shows the time taken for the temperature at the other end of each rod to rise by 1.0 °C.
P 35
Q 30
R 45
S 40
18 The diagram shows a side view of a water wave at a particular time. The diagram is drawn full
size.
direction of
travel of wave
A The wave is longitudinal and the frequency can be measured from the diagram.
B The wave is longitudinal and the wavelength can be measured from the diagram.
C The wave is transverse and the frequency can be measured from the diagram.
D The wave is transverse and the wavelength can be measured from the diagram.
barrier
direction
of travel
P
water wave
What is the name of the effect that causes the wave to reach point P?
A diffraction
B dispersion
C reflection
D refraction
Some regions have been labelled, and some labels are missing.
radio visible
A B C D γ-rays
waves light
21 A student draws a diagram representing three rays of light from point P passing through a
converging lens. Each point labelled F is a principal focus of the lens.
lens
P ray X
F F
ray Y ray Z
22 The diagram shows a ray of light inside a glass rod. The critical angle for the light in the glass is
42°.
surface of
normal
ray of light glass rod
air
40°
glass rod
Which row shows what happens to the light when it reaches the surface of the glass rod?
A no no
B no yes
C yes no
D yes yes
23 Which row states whether light waves and whether sound waves can travel in a vacuum?
A no no
B no yes
C yes no
D yes yes
24 Sounds are produced by vibrating objects. A certain object vibrates but a person nearby cannot
hear any sound.
ferrous non-ferrous
A aluminium copper
B copper iron
C iron steel
D steel aluminium
A ampere
B joule
C volt
D watt
28 Some resistors are made using one type of wire. Two different lengths of wire are available. Each
length is available in two different diameters.
A the wire with the greater length and the larger diameter
B the wire with the greater length and the smaller diameter
C the wire with the smaller length and the larger diameter
D the wire with the smaller length and the smaller diameter
29 Four students are each given an identical resistor and asked to find its resistance. They each
measure the potential difference across the resistor and the current in it.
Which row shows the results of the student that makes a mistake?
A 1.2 0.500
B 2.4 1.100
C 1.5 0.625
D 3.0 1.250
A B C D
P A Q A R
A
32 The diagram shows a light-dependent resistor (LDR) connected in a potential divider circuit.
Which row shows what happens to the resistance of the LDR, and what happens to the reading
on the voltmeter?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
In which circuit are the lamps connected so that they operate at normal brightness?
A B C D
A It increases the current to increase the speed at which the electricity travels.
B It increases the current to reduce energy loss in the cables.
C It increases the voltage to increase the speed at which the electricity travels.
D It increases the voltage to reduce energy loss in the cables.
35 A current-carrying wire XY lies in the magnetic field between the two poles of a U-shaped
electromagnet. A force acts on the wire XY because of the magnetic field.
electromagnet
current-carrying wire
X
How many of these actions cause the direction of the force on the wire XY to be reversed?
A 0 B 1 C 2 D 3
power supply
+ –
N S
coil
37 The diagram shows cathode rays entering an electric field between two charged plates.
+ + + + + +
cathode rays
– – – – – –
How does the path of the cathode rays change and why?
A They move towards the negative plate because cathode rays have a negative charge.
B They move towards the negative plate because cathode rays have a positive charge.
C They move towards the positive plate because cathode rays have a negative charge.
D They move towards the positive plate because cathode rays have a positive charge.
210
38 The nuclide symbol for radioactive polonium is 84 Po .
What is the proton number (atomic number) of the nucleus after it has emitted the α-particle?
A 82 B 83 C 84 D 85
39 A student investigates how the radiation from a radioactive source changes with time.
The table shows the results from the detector used by the student.
0 340
2.0 180
4.0 100
6.0 60
8.0 40
The experiment is repeated by many other students, who also measure the count rate every two
minutes.
Why is the measured count rate always greater than half the previous value?
A 0 B 88 C 138 D 226
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/11 Paper 1 (Multiple Choice), maximum raw mark 40
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Question Question
Key Key
Number Number
1 A 21 B
2 A 22 D
3 D 23 B
4 C 24 B
5 D 25 D
6 C 26 C
7 C 27 D
8 B 28 B
9 D 29 B
10 C 30 B
11 B 31 B
12 A 32 A
13 D 33 B
14 A 34 D
15 A 35 C
16 C 36 A
17 B 37 C
18 D 38 A
19 A 39 C
20 B 40 B
PHYSICS 0625/21
Paper 2 Core October/November 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/CGW) 96018/4
© UCLES 2015 [Turn over
2
The student pours liquid honey into a container, as shown in Fig. 1.1.
cm3
50
40
30
20
10
honey
Fig. 1.1
...................................................................................................................................... [1]
(ii) Name the other piece of apparatus necessary when determining the density of the honey.
...................................................................................................................................... [1]
(b) The student then carefully adds some water and then some kerosene. The liquids do not mix
but form three separate layers as shown in Fig. 1.2.
cm3
50
kerosene
40
30
water
20
10
honey
Fig. 1.2
Identify the correct statements about the densities of the liquids. Tick only two boxes.
[Total: 8]
2 Cameras are used to check average speeds on a long straight road. Each camera records the
exact time that a car passes the camera.
Fig. 2.1 shows three cameras and the times at which the car passes.
(a) (i) Calculate the time taken for the car to travel between camera A and camera B. State your
answer in seconds.
Calculate the average speed of the car between camera A and camera B.
(iii) Using the information on the clocks, describe the average speed of the car between
camera B and camera C. Tick one box.
Use your answers to (a)(ii) and (a)(iii) to estimate whether the car’s average speed was
greater or less than the speed limit when travelling between camera A and camera C. Explain
how you decided on your answer.
estimate ....................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 9]
Draw three lines, each line connecting a state of matter to the diagram representing the
arrangement of the particles in that state of matter.
solid
liquid
gas
[1]
plastic
stopper
air and
vapour
perfume
perfume
bottle
Fig. 3.1
(i) A student pours a small amount of perfume onto her arm. She notices that her arm feels
cold as the perfume evaporates.
Explain why the evaporating perfume produces a cooling effect on her arm.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) When the perfume bottle is left by a window on a hot day, the stopper pops out of the
bottle.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [3]
[Total: 6]
4 A student has a mobile (cell) phone. The phone receives a signal from a transmitter and produces
a ring tone.
(a) State two differences between the microwave signal received by the phone and the sound
wave produced when the phone rings.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
(b) Fig. 4.1 represents the waves emitted by the mobile phone. The waves interact with a wall,
and a doorway, in the room.
mobile phone
doorway
wall
With reference to Fig. 4.1, complete each of the following sentences using a word from the
box below.
(i) When the waves hit the wall, the waves are .............................................................. . [1]
(ii) When the waves pass through the doorway, the waves are ...................................... . [1]
[Total: 4]
5 Fig. 5.1 shows a simple liquid-in-glass (alcohol) thermometer made by a technician in a laboratory.
Fig. 5.1
The thermometer is to be used to measure temperatures in the range −10 °C to 110 °C. There is
no scale on the thermometer.
(b) Describe how the thermometer is cooled to its lower fixed point.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(c) Identify the physical property used by a liquid-in-glass thermometer to measure temperature.
Tick one box.
colour
expansion
pressure
resistance
[1]
[Total: 5]
solar
panels
SLOW
DOWN
Fig. 6.1
(a) The sign makes use of two sources of renewable energy, one of which is solar energy.
Identify the other source of renewable energy used by the sign. Tick the correct box.
chemical
geothermal
light
wind [1]
(b) Fill in the blank spaces to complete one of the useful energy conversions taking place when
the sign is operating using solar energy.
(c) (i) In certain conditions, the sign cannot use its sources of renewable energy.
...................................................................................................................................... [2]
...................................................................................................................................... [1]
(d) After passing the sign, the cars climb a steep hill.
State the type of energy gained by cars as they climb the hill.
.............................................................................................................................................. [1]
[Total: 7]
7 Fig. 7.1 shows an experiment to identify the pattern and direction of field lines around a bar
magnet.
paper
A
N magnet S C
Fig. 7.1
The bar magnet is placed on a sheet of paper. A plotting compass is placed in each of the four
positions labelled A, B, C and D.
plotting
compass
S N
pivot
pointer
Fig. 7.2
(a) In each of positions A, B, C and D on Fig. 7.1, carefully draw an arrow showing the position of
the pointer. Ignore the magnetic field due to the surroundings. [3]
(b) On Fig. 7.1, carefully draw two complete magnetic field lines, one through position B and the
other through position D. The lines you draw should start and finish on the bar magnet. [1]
.............................................................................................................................................. [1]
[Total: 5]
starter
motor
M
S relay
coil
Fig. 8.1
When the driver closes switch S, there is a current of 200 A in the starter motor.
(a) (i) Explain how closing switch S causes the starter motor to operate.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain why the cable connecting the motor to the battery is much thicker than the wire
connecting the switch S to the battery.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
12 V P
fuse
Fig. 8.2
...................................................................................................................................... [1]
[Total: 6]
9 A student investigates how the resistance of a thermistor changes with temperature. Fig. 9.1
shows the circuit that the student uses.
Fig. 9.1
(b) The student varies the temperature of the thermistor and records the ammeter readings. The
results are shown in Table 9.1.
Table 9.1
temperature of thermistor / °C 0 10 20 30 40 50
current in thermistor / mA 1.0 2.0 4.0 7.5 14.0 24.5
(i) The potential difference (p.d.) across the thermistor is 6.0 V at 20 °C.
25
20
current in
thermistor /
mA
15
10
0
0 10 20 30 40 50
temperature / °C
Fig. 9.2
The student suggests that the current in the thermistor is directly proportional to the
temperature of the thermistor.
Explain how the graph shown in Fig. 9.2 shows that the suggestion is incorrect.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 8]
10 A camera has a circuit containing a light-dependent resistor (LDR). Fig. 10.1 shows part of this
circuit.
6V
Fig. 10.1
(a) Describe what happens to the resistance of the LDR and the current in the LDR when a bright
light is shone on the LDR.
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A camera lens is used to produce an image of an object OX. The arrangement is shown in
Fig. 10.2.
principal axis
O
F F
Fig. 10.2
On Fig. 10.2,
(i) draw a ray from the top of the object, parallel to the principal axis and continuing through
and beyond the lens, [2]
(ii) draw in another ray to locate the position of the image of OX, [2]
(iii) carefully draw and label the image obtained. [1]
[Total: 7]
α - radiation,
β - radiation,
γ - radiation.
(a) State which of the three types of emission has the greatest speed.
.............................................................................................................................................. [1]
The equation below describes the change. The symbol AZ X represents the particle emitted.
241Am 237 Np + AX
95 93 Z
A = .......................................................
Z = .......................................................
[2]
...................................................................................................................................... [1]
[Total: 6]
X generator
boiler transmission
lines
steam
transformer
coal
water
cooling
tower
Fig. 12.1
(a) (i) State the name of the part of the power station labelled X.
...................................................................................................................................... [1]
1. .......................................................................................................................................
2. .......................................................................................................................................
[2]
(b) The transformer converts the 25 kV output from the generator to 115 kV. The primary coil of
the transformer has 500 turns.
(c) Explain the advantages of transmitting electricity at high voltages such as 115 kV.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
[Total: 9]
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/21 Paper 2 (Core Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
B marks are independent marks, which do not depend on any other marks. For a B mark to
be scored, the point to which it refers must actually be seen in the candidate's
answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M
mark to be scored, the point to which it refers must be seen in a candidate's
answer. If a candidate fails to score a particular M mark, then none of the dependent
A marks can be scored.
C marks are compensatory method marks which can be scored even if the points to which
they refer are not written down by the candidate, provided subsequent working gives
evidence that they must have known it. For example, if an equation carries a C mark
and the candidate does not write down the actual equation but does correct working
which shows he or she knew the equation, then the C mark is scored.
A marks are accuracy or answer marks which either depend on an M mark, or which are one
of the ways which allow a C mark to be scored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
e.c.f. means "error carried forward". This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of
working, he or she may be given marks indicated by e.c.f. provided his or her
subsequent working is correct, bearing in mind his or her earlier mistake. This
prevents a candidate being penalised more than once for a particular mistake, but
only applies to marks annotated "e.c.f."
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous about spelling and use of English. However, do not allow ambiguities,
e.g. spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Significant
figures Answers are generally acceptable to any number of significant figures ≥ 2, except
where the mark scheme specifies otherwise.
Units On this paper, incorrect units are not penalised, except where specified. More
commonly, marks are allocated for specific units.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate. i.e. right plus wrong penalty
applies.
(ii) balance B1
[Total: 8]
[Total: 9]
[Total: 6]
(ii) diffracted B1
[Total: 4]
(c) expansion B1
[Total: 5]
6 (a) wind B1
(b) electrical B1
light B1
[Total: 7]
(c) steel B1
[Total: 5]
[Total: 6]
[Total: 8]
[Total: 7]
11 (a) Gamma / γ B1
(ii) A = 4 B1
Z=2 B1
[Total: 6]
(b) V1 / V2 = N1 / N2 C1
115 / 25 × 500 C1
2300 A1
[Total: 9]
PHYSICS 0625/31
Paper 3 Extended October/November 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (CW/SW) 96031/2
© UCLES 2015 [Turn over
2
1 Fig. 1.1 shows a rocket-powered sled travelling along a straight track. The sled is used to test
components before they are sent into space.
sled
track
Fig. 1.1
Fig. 1.2 is the speed-time graph for the sled from time t = 0 s.
1000
800
speed
m/s 600
400
200
0
0 1.0 2.0 3.0 4.0
time / s
Fig. 1.2
(a) On Fig. 1.2, mark a point labelled P to indicate a time when the acceleration of the sled is not
constant. [1]
acceleration = ...........................................................[2]
(ii) Determine the distance travelled by the sled between t = 1.0 s and t = 2.0 s.
distance = ...........................................................[2]
(c) The resultant force acting on the sled remains constant during the test.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 6]
...........................................................................................................................................
...........................................................................................................................................
[2]
The mass of the boat is 290 000 kg. A resultant force of 50 kN acts on the boat.
acceleration = ...........................................................[3]
(c) Fig. 2.1, not to scale, shows the view from above of the boat, now on a fast-flowing river. The
boat accelerates.
Two forces are shown acting on the boat. The resultant of these forces is at right angles to the
river banks.
river bank
direction of
force from
engine
direction of
river current
direction of boat
force on boat
from river
current
river bank
Fig. 2.2 is an incomplete vector diagram of the forces acting on the boat.
resultant force
Fig. 2.2
(i) Determine the scale that has been used in the vector diagram.
scale is ...............................................................
(ii) On Fig. 2.2, complete the vector diagram to determine the magnitude and direction of the
force from the engine. Measure the angle between the direction of the current and the
force from the engine.
angle = ...............................................................
[4]
[Total: 9]
Fig. 3.1
(a) The mass of the skier, including his equipment, is 75 kg. In the ski race, the total vertical
change in height is 880 m.
Calculate the decrease in the gravitational potential energy (g.p.e.) of the skier.
(b) The skier starts from rest. The total distance travelled by the skier during the descent is
2800 m. The average resistive force on the skier is 220 N.
Calculate
(ii) the kinetic energy of the skier as he crosses the finishing line at the end of the race.
(c) Suggest why the skier bends his body as shown in Fig. 3.1.
...............................................................................................................................................[1]
[Total: 7]
4 (a) An object of mass m and specific heat capacity c is supplied with a quantity of thermal
energy Q. The temperature of the object increases by Δθ.
c = ............................................................[1]
(b) Fig. 4.1 shows the heating system of a hot water shower.
power supply
heating element
Fig. 4.1
Cold water at 15 °C flows in at the rate of 0.0036 m3 / minute. Hot water flows out at the same
rate.
(i) Calculate the mass of water that passes the heating element in one minute. The density
of water is 1000 kg / m3.
mass = ...........................................................[2]
Calculate the temperature of the hot water that flows out. The specific heat capacity of
water is 4200 J /(kg °C).
temperature = ...........................................................[4]
[Total: 7]
5 (a) Smoke particles are introduced into a glass box containing air. Light shines into the box so
that, when observed through a microscope, the smoke particles can be seen as bright points
of light.
Describe the motion of the smoke particles and account for this motion in terms of the air
molecules.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Fig. 5.1 shows a quantity of gas in a cylinder sealed by a piston that is free to move.
gas
cylinder piston
Fig. 5.1
1. to the piston,
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) The piston is now fixed in place and the temperature of the gas is increased further.
Explain, in terms of the behaviour of molecules, what happens to the pressure of the gas.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
© UCLES 2015 0625/31/O/N/15
9
6 A sound wave, travelling in air, approaches a solid barrier with a gap in the middle. Fig. 6.1
represents the compressions and rarefactions of the sound wave. The compressions are labelled
A, B and C.
barrier
A B C
compression
rarefaction
Fig. 6.1
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The speed of sound in air is 340 m / s. The frequency of the sound is 850 Hz.
wavelength = ...........................................................[2]
(ii) the time that elapses before compression A reaches the barrier.
time = ...........................................................[2]
(c) On Fig. 6.1, draw the shape and positions of compressions B and C as compression A
reaches the barrier. [2]
State how the speed of sound in water compares with the speed of sound in air.
...............................................................................................................................................[1]
[Total: 8]
© UCLES 2015 0625/31/O/N/15 [Turn over
10
7 (a) Fig. 7.1 shows a convex lens being used to produce an image of an object.
principal
focus
image object
Fig. 7.1
(i) Place three ticks in the table that describe this image.
(ii) On Fig. 7.1, mark a letter E to indicate a possible position for an eye to be placed to
observe this image. [1]
.......................................................................................................................................[1]
(b) In the space below, draw a ray diagram to locate the image of an object of height 1.0 cm
placed 5.0 cm from a convex lens of focal length 2.0 cm. Draw your diagram full size. You are
advised to locate the lens roughly in the centre of the space. Label the image.
[3]
[Total: 8]
8 A digital watch is powered by a 1.3 V cell. The cell supplies a current of 4.1 × 10–5 A (0.000041 A)
for 1.6 × 107 s.
Calculate
(a) the charge that passes through the cell in this time,
charge = ...........................................................[2]
resistance = ...........................................................[2]
power = ...........................................................[2]
[Total: 6]
9 Fig. 9.1 shows two separate coils of wire wound around an iron core.
primary secondary
coil coil
iron core
Fig. 9.1
An a.c. supply is connected across the primary coil and a 12 V lamp is connected across the
secondary coil. The lamp glows with normal brightness.
...............................................................................................................................................[1]
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(c) (i) The coil connected to the lamp has 450 turns. The e.m.f. of the a.c. supply is 240 V.
Calculate the number of turns on the coil connected to the a.c. supply.
(ii) A 240 V d.c. supply is used instead of the 240 V a.c. supply. Tick one box to indicate what
happens to the lamp.
[Total: 8]
© UCLES 2015 0625/31/O/N/15 [Turn over
14
Fig. 10.1
(iii) In the space below, draw the symbol for a NAND gate.
[1]
(b) A very low frequency alternating voltage is applied between A and B in the circuit shown in
Fig. 10.2.
A B
A
centre-zero
ammeter
Fig. 10.2
On each diagram, draw a possible position of the indicator needle of the ammeter at the time
in the cycle when
–1 0 +1
–2 +2
–1 0 +1
–2 +2
–1 0 +1
–2 +2
A
[3]
[Total: 6]
11 (a) State, in terms of the particles in each nucleus, how the nuclei of two isotopes of the same
element are different.
...............................................................................................................................................[1]
(b) Fig. 11.1 shows a graph of nucleon number against proton number. The nucleus 21 2 Bi is
83
plotted on the graph at the cross marked P.
213
P
212
nucleon 211
number
210
209
208
79 80 81 82 83 84
proton number
Fig. 11.1
(i) On Fig. 11.1,
1. plot a cross labelled Q for the nucleus formed when the 21 2 Bi nucleus emits an
83
α-particle,
2. plot a cross labelled R for the nucleus formed when the 21 2 Bi nucleus emits a
83
β-particle.
[4]
A sample of 21823 Bi is placed at a fixed distance from a detector. The initial measurement
of the count rate from the sample of 21823 Bi is 2400 counts per minute.
Calculate the count rate from the sample 5.0 hours later.
count-rate = ...........................................................[2]
[Total: 7]
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
0625 PHYSICS
0625/31 Paper 3 (Extended Theory), maximum raw mark 80
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
M marks are method marks upon which further marks depend. For an M mark to be scored, the
point to which it refers must be seen in a candidate's answer. If a candidate fails to
score a particular M mark, then none of the dependent marks can be scored.
B marks are independent marks, which do not depend on other marks. For a B mark to be
scored, the point to which it refers must be seen specifically in the candidate’s answer.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored. A marks are commonly awarded for
final answers to numerical questions. If a final numerical answer, eligible for A marks, is
correct, with the correct unit and an acceptable number of significant figures, all the
marks for that question are normally awarded. It is very occasionally possible to arrive at
a correct answer by an entirely wrong approach. In these rare circumstances, do not
award the A marks, but award C marks on their merits. An A mark following an M mark is
a dependent mark.
C marks are compensatory marks in general applicable to numerical questions. These can be
scored even if the point to which they refer are not written down by the candidate,
provided subsequent working gives evidence that they must have known it. For
example, if an equation carries a C mark and the candidate does not write down the
actual equation but does correct substitution or working which shows he knew the
equation, then the C mark is scored. A C mark is not awarded if a candidate makes two
points which contradict each other. Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g.10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the mark.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and does
not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, beware of and do not allow ambiguities, e.g.
spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Not / NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
AND indicates that both answers are required to score the mark.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward to
subsequent stages of working, marks indicated by ecf may be awarded, provided the
subsequent working is correct, bearing in mind the earlier mistake. This prevents a
candidate being penalised more than once for a particular mistake, but only applies to
marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any
Figures exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question. No deduction is
incurred if the unit is missing from the final answer but is shown correctly in the working.
Condone wrong use of upper and lower case symbols, e.g. pA for Pa.
[Total: 6]
by calculation: 110o
OR by measurement: 108o – 112o B1
[Total: 9]
(c) (to go faster by) reduced air resistance / drag / resistive force
OR to lower centre of mass OR increase stability / balance B1
[Total: 7]
4 (a) c = Q / (m∆θ) B1
[Total: 7]
(b) (i) 1 (the piston) moves to the right / out(wards) / is pushed away B1
2 (the pressure of the gas) remains constant B1
[Total: 8]
6 (a) (in compressions) pressure higher OR molecules / atoms / particles close(r) together / (more)
tightly packed B1
[Total: 8]
(b) object in correct position and correct size and F in correct position from label or
correct ray intersection with axis B1
two correct rays M1
image between 28 mm and 38 mm from lens and labelled as word or letter A1
[Total: 8]
[Total: 6]
[Total: 8]
B1
[Total: 6]
11 (a) different number of neutrons (in the nucleus) OR different neutron number B1
[Total: 7]
PHYSICS 0625/51
Paper 5 Practical Test October/November 2015
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 7 7 5 8 4 8 2 6 0 0 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LK/CGW) 95683/2
© UCLES 2015 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 4, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
Centres may find it more convenient and easier to administer if N / 3 sets (plus one or two ‘spares’) of
apparatus are provided.
The order in which a given candidate attempts the four questions is immaterial.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2015 0625/51/CI/O/N/15
3
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
Notes
1. The pendulum should be set up for the candidates with length approximately 45 cm from the
bottom of the split cork to the bottom of the pendulum bob.
3. It may be necessary to increase the stability of the clamp stands (for example, using a G-clamp or
by placing a weight on the base).
4. The rule is to have a small hole at the 1.0 cm mark to accept the pivot.
5. The rule is to be set up as shown in Fig. 1.1. The sharp end of the nail must be held within the
clamp and the blunt end of the nail must be facing the candidate. The rule must be able to swing
freely on the pivot.
clamp 0 cm mark
1.0 cm mark
pivot
50.0 cm mark
Fig. 1.1
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The water should be
maintained at a temperature as hot as is reasonably and safely possible. Each candidate will
require about 150 cm3 of hot water.
2. Candidates should be warned of the dangers of burns or scalds when using very hot water.
3. The clamp, boss and stand are to be set up with the thermometer held in the clamp. The candidates
must be able easily and safely to read temperatures up to 100 °C and to move the thermometer in
and out of the water without the danger of a beaker tipping.
4. The thermometer bulb must be in the water in beaker A at the start of the experiment.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 2 V. Where candidates are supplied with a power supply
with a variable output voltage, the voltage setting should be set by the Supervisor and fixed
(e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a minimum precision of 0.1 V. See note 3.
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 3.1 with a minimum
precision of 0.02 A. See note 3.
(iv) Resistor of nominal value 4.7 Ω with a power rating of at least 2 W, labelled R.
(v) Switch. The switch may be an integral part of the power supply.
(vi) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled A, the other end is to be labelled B.
(vii) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 3.1.
(viii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(ix) Sufficient connecting leads to set up the circuit shown in Fig. 3.1.
Notes
power supply
A
resistance
wire
R
A B
V sliding
contact C
Fig. 3.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells should be available.
3. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Question 4
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate.
(ii) Plane mirror with a holder. See note 1.
(iii) Four optics pins.
(iv) Pin board (e.g. a cork mat), A4 size or larger.
(v) Protractor. Candidates may use their own.
(vi) 50 cm or 30 cm ruler, graduated in mm. Candidates may use their own.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper). One per
candidate.
Notes
1. The mirror should be capable of standing vertically with one edge on the sheet of plain A4 paper.
Action at changeover
Supply a sheet of plain A4 paper and string or treasury tag, see items (i) and (vii).
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test October/November 2015
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LK/CGW) 95682/2
© UCLES 2015 [Turn over
2
Carry out the following instructions, referring to Figs. 1.1, 1.2 and 1.3.
bob
one complete
oscillation 50.0 cm mark
(a) Adjust the pendulum until its length l = 50.0 cm. The length l is measured to the centre of the
bob.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) (i) Displace the pendulum bob slightly and release it so that it swings.
Measure the time tS for 20 complete oscillations of the pendulum (see Fig. 1.2).
tS = ...........................................................[1]
(ii) Calculate the period TS of the pendulum. The period is the time for one complete
oscillation.
TS = ...........................................................[2]
(iii) Explain why measuring the time for 20 swings, rather than for 1 swing, gives a more
accurate value for TS.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(c) The pendulum shown in Fig. 1.3 is a solid strip of length 50.0 cm. It has been set up for you.
tC = ...............................................................
(ii) Calculate the period TC of the pendulum. The period is the time for one complete
oscillation.
TC = ...............................................................
[2]
State whether your results support this suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Assume that the length l of the first pendulum has been measured accurately and that the
length of the strip that forms the second pendulum is exactly 50.0 cm long.
Suggest why it may not be fair to state that both pendulums have the same length l = 50.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
θ R = ...........................................................[1]
(b) Pour 100 cm3 of hot water into beaker B. Place the thermometer in beaker B, as shown in
Fig. 2.1.
thermometer
beaker B
water
Fig. 2.1
θH = ...........................................................[1]
(ii) State one precaution that you took to ensure that the temperature reading is as reliable
as possible.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Add the water from beaker A to the hot water in beaker B. Stir briefly. Record the
temperature θ M.
θ M = ...........................................................[1]
(d) Calculate the average temperature θA of the hot water and the cold water using the equation
(θ + θR)
θA = H .
2
θA = ...........................................................[2]
(e) A student carefully carries out this experiment and finds that θ M is less than θ A.
He was expecting that the temperature θ M of the mixture would be the same as the average
temperature θ A of the hot water and cold water.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
100
cm3
90
80
70
60
50
40
30
20
10
Fig. 2.2
• Student 1: 80 cm3
• Student 2: 79 cm3
• Student 3: 78 cm3
(ii) Explain briefly the mistake made by one of the other students.
...........................................................................................................................................
[2]
[Total: 10]
The circuit shown in Fig. 3.1 has been set up for you.
power supply
resistance
wire
R l
A B
sliding
V contact C
Fig. 3.1
I = ...........................................................[1]
(iii) Repeat the procedure in (ii) using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
Switch off.
Table 3.1
l / cm V /V
20.0
40.0
60.0
80.0
100.0
[1]
(b) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0, 0).
[5]
Y = ...........................................................[1]
Y
(ii) Calculate the ratio . The value of I is your answer to part (a) (i).
I
Y
= ...............................................................
I
Y
(iii) I is numerically equal to the resistance R of the resistor R.
Write down a value for R to a suitable number of significant figures for this experiment.
Include the unit.
R = ...............................................................
[2]
[Total: 10]
Carry out the following instructions, using the separate ray-trace sheet provided. You may refer to
Fig. 4.1 for guidance.
hole
A
M R
30°
B
L
eye
Fig. 4.1
(a) Draw a line 10.0 cm long near the middle of your ray-trace sheet. Label the line MR. Draw
a normal to this line that passes through its centre. Label the normal NL. Label the point at
which NL crosses MR with the letter A.
(b) Draw a line 8.0 cm long from A at an angle of incidence i = 30° to the normal, below MR and
to the left of the normal. Label the end of this line B.
(c) Place the reflecting face of the mirror vertically on the line MR.
(f) View the images of pins P1 and P2 from the direction indicated by the eye in Fig. 4.1. Place
two pins P3 and P4, a suitable distance apart, so that pins P3 and P4, and the images of P2
and P1, all appear exactly one behind the other. Label the positions of P3 and P4.
(g) Remove the pins and the mirror. Draw the line joining the positions of P3 and P4. Extend the
line until it meets NL.
(h) Measure, and record in Table 4.1, the angle r between NL and the line joining the positions of
P3 and P4.
Table 4.1
i/° r/°
30
[2]
(i) Draw a second normal to line MR, 2.0 cm to the right of NL. Label the normal XY. Label the
point at which XY crosses MR with the letter C. Draw the line BC. Measure, and record in the
table, the angle i between BC and XY.
(j) Place pin P1 at point B. Place pin P2 on line BC a suitable distance from pin P1.
(k) Repeat the procedure in parts (f) and (g) using the new normal XY.
(l) Measure, and record in the table, the angle r between XY and the line joining the new positions
of P3 and P4.
(m) State two precautions that you took in this experiment in order to obtain reliable readings.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(n) A student has done this experiment very carefully, taking these precautions.
She is disappointed to find that her lines for the reflected rays are not exactly where she
predicts from the theory.
...............................................................................................................................................[1]
Tie your ray-trace sheet into this Booklet between pages 10 and 11. [5]
[Total: 10]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625 PHYSICS
0625/51 Paper 5 (Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
e.c.f. means "error carried forward". This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
or she may be given marks indicated by e.c.f. provided his or her subsequent working is
correct, bearing in mind his or her earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks annotated
"e.c.f."
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous about spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Significant Answers are generally acceptable to any number of significant figures ≥ 2, except where
figures the mark scheme specifies otherwise.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate. i.e. right plus wrong penalty
applies.
1 (a) centre of bob touching rule OR how to avoid parallax OR how to use set-square OR measure
to top / bottom of bob and add / subtract radius OR measure to top and bottom of bob and
average OR look perpendicularly at scale [1]
(iii) reaction time inaccuracy is a smaller part of total time measured (owtte) [1]
justification must include idea of too different to be within limits of experimental accuracy [1]
(e) pivot at 1 cm mark (owtte) OR centre of mass not 50 cm below pivot [1]
[Total: 10]
(ii) view thermometer at right angles OR wait until reading stops rising OR stir water
OR thermometer not touching sides / bottom [1]
[Total: 10]
(ii) (iii) all V to at least 1 dp and less than 3V and increasing [1]
(b) graph:
axes both correctly labelled and right way round, with units [1]
suitable scales, to include origin [1]
all plots correct to ½ small square [1]
good line judgements. Single, thin, continuous line [1]
quality of results: all points within 2 small squares on candidate’s straight line [1]
[Total: 10]
4 (a) ray-trace:
normal drawn at centre of MR, second normal 2 cm and 2 mm to right [1]
first incident ray at 30° ± 1° [1]
first P1P2 at least 5 cm apart [1]
reflected rays in correct positions [1]
all lines correctly drawn and neat [1]
table:
i value correct ± 1° from trace [1]
r values within 2° of i values [1]
[Total: 10]
0625 PHYSICS
0625/61 Paper 6 (Alternative to Practical), maximum raw mark 40
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2015 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some
Cambridge O Level components.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units in
brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
e.c.f. means "error carried forward". This indicates that if a candidate has made an earlier
mistake and has carried his incorrect value forward to subsequent stages of working, he
or she may be given marks indicated by e.c.f. provided his or her subsequent working is
correct, bearing in mind his or her earlier mistake. This prevents a candidate being
penalised more than once for a particular mistake, but only applies to marks annotated
"e.c.f."
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR indicates alternative answers, any one of which is satisfactory for scoring the mark.
AND indicates that both answers are required to score the mark.
Spelling Be generous about spelling and use of English. However, do not allow ambiguities, e.g.
spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Significant
figures Answers are generally acceptable to any number of significant figures ≥ 2, except where
the mark scheme specifies otherwise.
NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate. i.e. right plus wrong penalty
applies.
(ii) centre of bob touching rule OR how to use fiducial aid, e.g. set-square OR measure to
top / bottom of bob and add / subtract radius OR measure to top and bottom of bob and
average OR look perpendicularly at scale [1]
(iii) (reaction time) inaccuracy – smaller part of total time measured owtte [1]
(c) (i) repeats OR start counting at nought OR use a fiducial mark owtte [1]
(e) pivot at 1 cm mark owtte OR centre of mass of rule not 50 cm below pivot [1]
[Total: 9]
(b) graph:
• axes both correctly labelled, right way round and with units [1]
• suitable scales, to include origin [1]
• all plots correct to within ½ small square [1]
• good best-fit line judgement, single, thin, continuous line [1]
(ii) ratio correct AND R value equal to ratio, ignore any unit, e.c.f. allowed [1]
[Total: 9]
3 (a)(i)(ii) ray-trace:
• normal at 90° and crossing MR at intersection with P3P4 line [1]
• incident ray at 30° ± 2° in correct quadrant [1]
• incident ray 8.0 cm long [1]
(c) (i) P3P4 line correctly drawn AND all lines single, thin, continuous lines [1]
[Total: 9]
4 (a) θC = 22 °C [1]
(b) view thermometer at right angles OR stirring OR wait for reading to stop rising OR
thermometer (bulb) not touching sides / bottom of beaker owtte [1]
(ii) EITHER:
Student 1 (80) – read to top of meniscus OR scale not read at right angles
OR Student 2 (79) – divisions are every 2(cm3) not 1(cm3)
OR Student 2 (79) – scale not read at right angles [1]
[Total: 7]
[Total: 6]
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2016
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8912063471*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB16 11_0625_11/5RP
© UCLES 2016 [Turn over
2
2 The graph shows how the distance travelled by a vehicle changes with time.
S
distance
Q R
P
0
0 time
Which row describes the speed of the vehicle in each section of the graph?
P to Q Q to R R to S
3 A stone falls freely from the top of a cliff. Air resistance may be ignored.
Which graph shows how the acceleration of the stone varies with time as it falls?
A B
acceleration acceleration
0 0
0 time 0 time
C D
acceleration acceleration
0 0
0 time 0 time
A density
B mass
C volume
D weight
5 The diagrams show an empty rectangular box, and the same box filled with liquid.
The box has a mass of 60 g when empty. When filled with liquid, the total mass of the box and the
liquid is 300 g.
6 The diagrams show four identical objects. Each object is acted on by only the forces shown.
A B C D
10 N 10 N 10 N 10 N 10 N 20 N
10 N 10 N
20 N 10 N 10 N 10 N
7 A student investigates a steel spring. He measures the length of the spring, then he hangs
different weights from the spring. He measures the length of the spring for each different weight.
length of
weight / N
spring / mm
0.0 108
2.0 116
4.0 124
6.0 132
A 4 mm B 12 mm C 40 mm D 120 mm
8 The diagram shows a plank balanced on a pivot. Three forces F, P and Q act on the plank, as
shown.
pivot
P F Q
The force F is increased, but continues to act at the same distance from the pivot. The plank is no
longer balanced.
A decrease Q
B increase P
C move P further from the pivot
D move Q further from the pivot
A 3 B 4 C 5 D 6
11 A child runs up a set of stairs four times. The time taken for each run is recorded.
A 10 s B 20 s C 30 s D 40 s
12 The diagrams show the actual sizes of the heels of four different shoes, as seen from underneath
the shoe.
A B C D
liquid
A ammeter
B barometer
C manometer
D thermometer
14 Smoke particles in air are illuminated by a beam of light. The particles are viewed through a
microscope. They are seen to move in a random zig-zag way.
15 When a liquid evaporates, some of its molecules escape from the surface and the temperature of
the liquid changes.
Which row describes the escaping molecules and the change in temperature of the liquid?
temperature of
escaping molecules
the liquid
16 A piece of melting ice at 0 °C and a beaker of boiling water are both in a laboratory. The
laboratory is at 20 °C.
boiling water
melting ice
Bunsen burner
heating water
What is happening to the temperature of the melting ice and what is happening to the
temperature of the boiling water?
temperature of temperature of
melting ice boiling water
A constant constant
B constant increasing
C increasing constant
D increasing increasing
handle
pan
From which type of materials should the pan and its handle be made?
A stone is thrown into the tank, which causes a transverse water wave to move across the
surface.
stone
wavefront
water
toy boat
A It moves steadily away from where the stone hit the water.
B It moves steadily towards where the stone hit the water.
C It stays the same distance from where the stone hit the water, and vibrates from side to side.
D It stays the same distance from where the stone hit the water, and vibrates up and down.
21 Below are four statements about the diffraction of a wave on the surface of water.
A B C D
23 When white light passes through a glass prism, it disperses as shown in the diagram.
face 1 face 2
Which row compares the refraction of violet light with the refraction of red light at the faces 1 and
2 of the prism?
face 1 face 2
24 Radiation from which part of the electromagnetic spectrum is used in the remote controller for a
television?
A infra-red waves
B microwaves
C radio waves
D ultraviolet waves
25 A girl notices that, when she shouts into a cave, she hears an echo.
A diffraction
B dispersion
C reflection
D refraction
26 The diagrams represent the displacement in four different sound waves. All the diagrams are
drawn to the same scale.
A B
displacement displacement
0 time 0 time
0 0
C D
displacement displacement
0 time 0 time
0 0
27 In two separate experiments, a magnet is brought near to an unmagnetised iron bar. This causes
the bar to become magnetised.
A N N
B N S
C S N
D S S
28 A polythene rod is rubbed with a cloth. The rod becomes positively charged because of the
movement of charged particles.
Which row gives the name of these charged particles, and the direction in which they move?
charged direction of
particles movement
Which change to the circuit would increase the current in the lamp?
30 An ammeter and an 18 Ω resistor are connected in series with a battery. The reading on the
ammeter is 0.50 A.
18 Ω
A 9.0 N B 9.0 V C 36 N D 36 V
current
Which row shows what happens to the resistance of the thermistor and what happens to the
current?
resistance current
A increases decreases
B increases increases
C stays the same decreases
D stays the same increases
32 The diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a
lamp.
12 V
battery
12 V
resistor lamp
33 The diagram shows a circuit containing two identical lamps and three ammeters.
ammeter 1 A A ammeter 3
A
ammeter 2
Which row gives possible values for the currents in ammeters 2 and 3?
ammeter 2 ammeter 3
/A /A
A 0.15 0.00
B 0.15 0.30
C 0.30 0.00
D 0.30 0.30
The cable connected to the second appliance does not need an earth wire.
A One appliance has a metal case, but the other appliance does not.
B One appliance is fitted with a fuse, but the other appliance is not.
C One appliance is fitted with a switch, but the other appliance is not.
D One appliance needs more current than the other appliance.
core
primary coil
Which row shows materials suitable for making the core and the primary coil?
A iron copper
B iron plastic
C steel copper
D steel plastic
Which row shows the effect that a relay uses and one application of a relay?
23
37 A nuclide of sodium can be represented by 11Na.
A 11 11 12
B 12 11 23
C 12 12 11
D 23 23 11
A Both α-particles and β-particles cause the nucleus to change into that of a different chemical
element.
B Neither α-particles nor β-particles cause the nucleus to change into that of a different
chemical element.
C Only α-particles cause the nucleus to change into that of a different chemical element.
D Only β-particles cause the nucleus to change into that of a different chemical element.
39 Radioactive source S emits α-particles, β-particles and γ-rays. A detector is placed 5 cm away
from S. A thin sheet of paper is placed as shown in the diagram.
S detector
5 cm
The decay rate of a sample of this nuclide is measured at 1.0 hour intervals. The table shows the
measurements, with one value shown as X.
0 240
1.0 170
2.0 120
3.0 85
4.0 X
A 15 B 42 C 50 D 60
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 C 21 C
2 A 22 D
3 D 23 D
4 D 24 A
5 B 25 C
6 D 26 D
7 B 27 A
8 D 28 B
9 A 29 A
10 C 30 B
11 A 31 A
12 A 32 A
13 C 33 B
14 B 34 A
15 C 35 A
16 A 36 C
17 A 37 A
18 B 38 A
19 B 39 C
20 D 40 D
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2016
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*2117549282*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB16 11_0625_21/8RP
© UCLES 2016 [Turn over
2
1 The graph shows how the distance travelled by a vehicle changes with time.
S
distance
Q R
P
0
0 time
Which row describes the speed of the vehicle in each section of the graph?
P to Q Q to R R to S
2 A stone falls freely from the top of a cliff. Air resistance may be ignored.
Which graph shows how the acceleration of the stone varies with time as it falls?
A B
acceleration acceleration
0 0
0 time 0 time
C D
acceleration acceleration
0 0
0 time 0 time
3 A car travels along a horizontal road in a straight line. The driver presses the accelerator to
increase the speed of the car.
30
speed
m/s
20
10
0
0 5 10 15 20
time / s
4 A spaceship approaches the Earth from deep space. Near the Earth, a force on the spaceship
causes it to have weight. This causes it to change its speed and direction.
Which type of force causes the spaceship’s weight, and which property of the spaceship resists
its change in speed and direction?
A gravitational mass
B gravitational volume
C magnetic mass
D magnetic volume
5 The diagrams show an empty rectangular box, and the same box filled with liquid.
The box has a mass of 60 g when empty. When filled with liquid, the total mass of the box and the
liquid is 300 g.
7 Which diagram shows the magnitude and direction of the resultant R of the two forces F1 and F2?
A B C D
F1 F1 F1 F1
R R
R R
F2 F2 F2 F2
8 Two cars, P and Q, have different masses and different speeds as shown.
mass mass
1000 kg 500 kg
speed speed
10 m / s 20 m / s
car P car Q
Which row correctly compares the momentum and the kinetic energy of P with the momentum
and the kinetic energy of Q?
hill
h NOT TO
SCALE
By travelling to the top of the hill, the car gains 40 000 J of gravitational potential energy.
A 5.0 m B 20 m C 50 m D 500 m
10 A lamp has a power input of 5.0 W. It wastes 1.0 W of power heating the surroundings.
A 3 B 4 C 5 D 6
65 m water
dam
The density of the water is 1000 kg / m3. The gravitational field strength g is 10 N / kg.
What is the pressure exerted at the base of the dam due to the water?
13 Air is trapped in a cylinder by a piston. The original volume of the trapped air is V and the original
pressure of the trapped air is P. The piston is pushed to the left. The temperature of the gas does
not change.
piston
cylinder 25 50 25 50
What is the new volume and what is the new pressure of the trapped air?
14 When a liquid evaporates, some of its molecules escape from the surface and the temperature of
the liquid changes.
Which row describes the escaping molecules and the change in temperature of the liquid?
temperature of
escaping molecules
the liquid
15 A gas at a constant temperature is in a container of fixed volume. The gas exerts a pressure on
the walls of the container. The pressure is caused by the gas molecules striking the walls.
Which statement about the gas molecules when they strike the walls is correct?
16 A piece of melting ice at 0 °C and a beaker of boiling water are both in a laboratory. The
laboratory is at 20 °C.
boiling water
melting ice
Bunsen burner
heating water
What is happening to the temperature of the melting ice and what is happening to the
temperature of the boiling water?
temperature of temperature of
melting ice boiling water
A constant constant
B constant increasing
C increasing constant
D increasing increasing
°C
–10 0 10 20 30 40 50 60 70 80 90 100 110
liquid
liquid thread
The specific heat capacity of copper is 385 J / (kg °C) and the specific heat capacity of water
is 4200 J / (kg °C).
How much energy, in joules, is needed to raise the temperature of the copper container and the
water by 10 °C?
What is this method of thermal energy transfer, and what is the second process?
20 The diagrams show four spherical objects at the same temperature. Two of the objects are small
and two are large. Two of the objects are white and two are black.
A B C D
21 The diagram represents plane wavefronts being diffracted by passing through a gap in a barrier.
barrier
wavefronts
gap
Which pair of changes must increase the amount of diffraction that occurs?
22 An image is formed by a plane mirror. A second image is formed by a lens used as a magnifying
glass.
A real real
B real virtual
C virtual real
D virtual virtual
23 Light travelling at a speed of 3.0 × 108 m / s strikes the surface of a glass block and undergoes
refraction as it enters the block.
The diagram shows a ray of this light before and after it enters the block.
55°
glass block
33°
A 1.8 × 108 m / s
B 2.0 × 108 m / s
C 4.5 × 108 m / s
D 5.0 × 108 m / s
24 Radiation from which part of the electromagnetic spectrum is used in the remote controller for a
television?
A infra-red waves
B microwaves
C radio waves
D ultraviolet waves
25 A girl notices that, when she shouts into a cave, she hears an echo.
A diffraction
B dispersion
C reflection
D refraction
26 The diagrams represent the displacement in four different sound waves. All the diagrams are
drawn to the same scale.
A B
displacement displacement
0 time 0 time
0 0
C D
displacement displacement
0 time 0 time
0 0
28 In two separate experiments, a magnet is brought near to an unmagnetised iron bar. This causes
the bar to become magnetised.
A N N
B N S
C S N
D S S
29 A polythene rod is rubbed with a cloth. The rod becomes positively charged because of the
movement of charged particles.
Which row gives the name of these charged particles, and the direction in which they move?
charged direction of
particles movement
Which change to the circuit would increase the current in the lamp?
Another 6.0 Ω resistor is then connected in series with the parallel combination.
12.0 Ω
6.0 Ω
6.0 Ω
A 8.0 Ω B 10 Ω C 15 Ω D 24 Ω
12 V
How much energy is transferred to the surroundings by the lamp in 2.0 minutes?
A 48 J B 96 J C 2880 J D 5760 J
33 The diagram shows a circuit containing a battery, a resistor with high resistance, a switch and a
lamp.
12 V
battery
12 V
resistor lamp
0 0 1
0 1 1
1 0 1
1 1 0
A B C D
Which row shows the effect that a relay uses and one application of a relay?
What happened?
A All the α-particles were absorbed by the nuclei of the gold atoms.
C Some of the α-particles were attracted by the neutrons in the nuclei of the gold atoms.
D Some of the α-particles were repelled by the protons in the nuclei of the gold atoms.
39 A nucleus undergoes radioactive decay. The proton number increases by one. The nucleon
number does not change.
A a neutron
B a proton
C an α-particle
D a β-particle
40 Radioactive source S emits α-particles, β-particles and γ-rays. A detector is placed 5 cm away
from S. A thin sheet of paper is placed as shown in the diagram.
S detector
5 cm
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice October/November 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 A 21 C
2 D 22 D
3 A 23 B
4 A 24 A
5 B 25 C
6 B 26 D
7 A 27 D
8 C 28 A
9 A 29 B
10 C 30 A
11 C 31 B
12 D 32 D
13 D 33 A
14 C 34 C
15 B 35 B
16 A 36 C
17 C 37 D
18 B 38 C
19 B 39 D
20 D 40 C
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 0 5 0 1 7 8 7 9 8 9 *
PHYSICS 0625/31
Paper 3 Theory (Core) October/November 2016
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (KN/SG) 115850/8
© UCLES 2016 [Turn over
2
1 Fig. 1.1 shows the speed-time graph for a cyclist travelling along a flat, straight road.
10
speed 8
m/s
6
0
0 5 10 15 20 25 30 35 40
time / s
Fig. 1.1
(c) Fig. 1.2 shows the horizontal forces acting on the cyclist at three different times.
A B C
Fig. 1.2
(i) Which pair of forces, A, B or C, act on the cyclist when the time is 20 s? Tick one box.
C [1]
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
Table 2.1
elastic band A
load attached / N
length / cm extension / cm
0 10.2 0.0
1 10.9 0.7
2 11.5 1.3
3 12.3 2.1
4 13.0 2.8
5 13.7
6 14.5
(b) The student repeats his experiment using elastic band B. Elastic band B is twice as long as
elastic band A. It has the same thickness and is made of the same material.
Fig. 2.1 shows how he uses the apparatus.
support 10
elastic band 20
ruler with
30 cm scale
40
load
50
Fig. 2.1
Describe two changes the student could make to improve the accuracy of his measurements.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2016 0625/31/O/N/16
5
(c) The student draws a graph of extension against load for each elastic band.
The lines of best fit for elastic bands A and B are shown in Fig. 2.2.
12.0
extension / cm
10.0
8.0
6.0
4.0
2.0
0.0
0.0 1.0 2.0 3.0 4.0
load / N
Fig. 2.2
(i) Use information from Table 2.1 to label each of the graph lines. Label the lines band A
and band B. Explain how you decided on your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The student repeats his experiment using elastic band C, which is three times as long as
elastic band A. It has the same thickness and is made of the same material.
On Fig. 2.2, draw a line to suggest how extension would vary with load for elastic
band C. Label the line band C. [1]
[Total: 6]
3 Fig. 3.1 shows a barrier pivoted near one end. The barrier is raised to allow cars to pass.
pivot
barrier
2.0 m support
200 N
Fig. 3.1
On Fig. 3.1, draw an arrow to show the position and direction of the smallest force that can be
used to raise the barrier. [2]
(b) The barrier has a weight of 200 N. This acts at a distance of 2.0 m from the pivot, as shown in
Fig. 3.1.
Calculate the moment of the weight of the barrier about the pivot.
(c) To reduce the force needed to raise the barrier, a counterweight is added, as shown in Fig. 3.2.
counterweight
pivot
0.50 m 2.0 m
200 N
W
The weight W of the counterweight acts at a distance of 0.5 m from the pivot. The barrier is in
equilibrium, without the support.
4 An electric motor is used to lift a load. The energy involved is shown in Fig. 4.1.
work done
in lifting load
80 J
energy input
to motor
100 J
waste energy
20 J
Fig. 4.1
(a) (i) State the term used to describe the energy gained by the load due to its increase in
height.
.......................................................................................................................................[1]
(ii) What effect does the waste energy from the motor have on its surroundings?
.......................................................................................................................................[1]
(iii) State the principle of conservation of energy and explain how it applies to the working of
the motor. Use information from Fig. 4.1 in your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) The electrical power for the motor is generated in a coal-fired power station.
State two benefits of using coal-fired power stations and state two problems that arise from
their use.
benefits
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
problems
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[4]
[Total: 8]
© UCLES 2016 0625/31/O/N/16 [Turn over
8
5 (a) Fig. 5.1 shows a ray of red light passing through a semi-circular glass block.
semi-circular
glass block
Fig. 5.1
(i) The ray of light changes direction as it travels into the block.
State the name that is given to this change of direction.
.......................................................................................................................................[1]
(ii) Fig. 5.2 shows another ray of red light travelling into the semi-circular glass block.
It meets the curved surface at 90°.
Inside the block, the ray meets the flat surface of the block at an angle greater than the
critical angle.
Fig. 5.2
On Fig. 5.2, complete the path of the ray of red light. [2]
(b) Fig. 5.3 shows the view from above of a car approaching an observer, marked with a
cross (×).
shop
window
headlights
shop
car window
trees
shop
houses window
×
observer
Fig. 5.3
(i) The observer sees the car’s headlights reflected in one of the shop windows.
The car’s headlights are labelled.
In which shop window does the observer see the reflection? Show your answer
by drawing, on Fig. 5.3, the path of a ray of light from a headlight to the observer.
Use a ruler. [1]
.......................................................................................................................................[1]
(iii) Add labels to Fig. 5.3 to show how the law stated in (b)(ii) applies. [2]
[Total: 7]
flask
water vapour
in the air
Fig. 6.1
(a) Describe the arrangement and movement of the molecules in the liquid water and in the
water vapour.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) Describe, in terms of molecules, how water in the flask becomes water vapour in the air.
State the name of the process.
description ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
process .....................................................................................................................................
[3]
The area of the flask in contact with the table is 140 cm2.
[Total: 9]
Fig. 7.1
...............................................................................................................................................[1]
...............................................................................................................................................[1]
(c) Gamma rays and light waves travel through the vacuum of space to the Earth.
(d) State one way in which sound waves are different from electromagnetic waves.
...............................................................................................................................................[1]
[Total: 4]
6.0 V
sample of wire
Fig. 8.1
(a) Complete the symbols for the two meters on Fig. 8.1. [2]
(b) The current in the wire is 0.20 A. The potential difference across the wire is 6.0 V.
(c) The student tests a thinner wire. It is the same length as the wire in (b) and is made of the
same material. The potential difference across the wire is 6.0 V.
Explain how the current in this thinner wire compares with that in the first wire.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
9 The charger for a mobile phone contains a transformer. Fig. 9.1 shows a simple transformer.
core
Fig. 9.1
...............................................................................................................................................[1]
(b) (i) The transformer has 36 000 turns on the primary coil and 900 turns on the secondary
coil. The input voltage is 240 V.
Calculate the output voltage.
(ii) State whether this transformer is step-up or step-down. Give a reason for your answer.
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Transformers can produce high voltages for transmitting electricity from power stations to
towns.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
S N S N
Fig. 10.1
Draw a ring around the correct description of the force between the magnets.
card
A B
Fig. 10.2
The ends of the solenoid are labelled A and B. The arrows show the direction of the current in
the solenoid.
(i) When there is a current in the solenoid, the ends of the solenoid act like the poles of a
bar magnet.
Complete Table 10.1 by naming the pole produced at end A and at end B.
Table 10.1
position pole
end A
end B
[1]
(ii) Fig. 10.3 shows the current-carrying solenoid viewed from above. The arrows show the
direction of the current in the solenoid.
A B
card
Fig. 10.3
On Fig. 10.3, draw the pattern of the magnetic field produced by the solenoid.
Draw at least two magnetic field lines above line AB and two below the line AB. [2]
(iii) Draw arrows on the field lines to show the direction of the magnetic field produced by the
solenoid. [1]
State two reasons why an electromagnet can be more useful than a permanent magnet.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 7]
11 A student is given a length of wire, a sensitive voltmeter and two bar magnets.
(a) Describe how he could use the equipment to demonstrate the induction of an e.m.f. in the
wire. You may include a diagram in your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) State how the student will know when an e.m.f. has been induced.
...............................................................................................................................................[1]
(c) Describe two ways the student could increase the size of the induced e.m.f.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 6]
Table 12.1
[4]
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory October/November 2016
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
M marks are method marks upon which further marks depend. For an M mark to be scored,
the point to which it refers must be seen in a candidate's answer. If a candidate
fails to score a particular M mark, then none of the dependent marks can be
scored.
B marks are independent marks, which do not depend on other marks. For a B mark to
scored, the point to which it refers must be seen specifically in the candidate’s
answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and
an acceptable number of significant figures, all the marks for that question are
normally awarded. It is very occasionally possible to arrive at a correct answer by
an entirely wrong approach. In these rare circumstances, do not award the A
marks, but award C marks on their merits. However, correct numerical answers
with no working shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can
be scored even if the point to which they refer are not written down by the
candidate, provided subsequent working gives evidence that they must have
known it. For example, if an equation carries a C mark and the candidate does not
write down the actual equation but does correct substitution or working which
shows that they knew the equation, then the C mark is scored. A C mark is not
awarded if a candidate makes two points which contradict each other. Points which
are wrong but irrelevant are ignored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the
marks.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and
does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to
mean what we want, give credit. However, beware of and do not allow ambiguities:
e.g. spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Not/NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
© UCLES 2016
Page 3 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
e.c.f. meaning “error carried forward” and is mainly applicable to numerical questions,
but may occasionally be applied in non-numerical questions. This indicates that if a
candidate has made an earlier mistake and has carried an incorrect value forward
to subsequent stages of working, marks indicated by e.c.f. may be awarded,
provided the subsequent working is correct, bearing in mind the earlier error.
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any
figures exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would
otherwise gain all the marks available for that answer: maximum 1 per question.
Arithmetic errors Deduct only one mark if the only error in arriving at a final answer is clearly an
arithmetic one. Regard a power-of-ten error as an arithmetic one.
© UCLES 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
1(a) 0 and 5 B1
Total: 7
© UCLES 2016
Page 5 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
2(a) 3.5 B1
4.3 B1
2(c)(ii) straight line (by eye) steeper than line for B, through origin B1
Total: 6
© UCLES 2016
Page 6 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
400 (Nm) A1
Total: 6
© UCLES 2016
Page 7 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
4(a)(iii) The total energy (of a system) remains constant OR energy cannot be created or destroyed o.w.t.t.e. B1
100 J = 80 J + 20 J OR all of the input energy is stored as PE or in the surroundings (as thermal energy) B1
Total: 8
© UCLES 2016
Page 8 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
5(a)(i) refraction B1
Total: 7
© UCLES 2016
Page 9 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
6(a) molecules are closer in water OR molecules are further apart in water vapour
randomly arranged
moving randomly B3
6(b) more energetic particles OR particles near the surface are moving in correct direction B1
(process) Evaporation B1
6(c) P = F/A C1
5.6 / 140 C1
0.040 (N / cm2) A1
Total: 9
© UCLES 2016
Page 10 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
7(a) ultraviolet B1
7(b) microwaves B1
Total: 4
8(b) V = I R OR (R =) V / I C1
6.0 / 0.2 C1
30 (Ω) A1
Total: 7
© UCLES 2016
Page 11 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
Total: 7
© UCLES 2016
Page 12 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
Total: 7
Total: 6
© UCLES 2016
Page 13 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 31
Total: 6
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 5 2 5 4 5 2 0 8 1 2 *
PHYSICS 0625/41
Paper 4 Theory (Extended) October/November 2016
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (CW/FD) 116034/8
© UCLES 2016 [Turn over
2
1 An astronaut on the Moon drops a feather from rest, off the top of a small cliff. The acceleration
due to gravity on the Moon is 1.6 m / s2. There is no air on the Moon.
(a) The feather falls for 4.5 s before it hits the ground.
(i) On Fig. 1.1, draw the speed-time graph for the falling feather. [2]
speed
m/s
6
0
0 1 2 3 4 5
time / s
Fig. 1.1
(b) On Fig. 1.2, sketch the shape of a speed-time graph for the same feather falling on Earth.
speed
0
0 time
Fig. 1.2
[2]
(c) Explain the difference between speed and velocity. Include the words vector and scalar in
your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
tanker
15 m river
water
Fig. 2.1
(a) The bottom of the tanker is 15 m below the surface of the water. The area of the bottom of the
tanker is 6000 m2. The density of the water is 1000 kg / m3.
pressure = ...........................................................[2]
(ii) Calculate the force due to the water pressure on the bottom of the tanker.
force = ...........................................................[2]
weight = ...........................................................[1]
(b) The tanker sails out onto a calm sea. The density of sea-water is greater than the density of
river water.
State and explain any change in the depth of the bottom of the tanker below the surface.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 8]
Explain, in terms of momentum, how molecules of the gas exert a force on a wall of the
container.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
mercury
h
air
Q
Fig. 3.1
The mercury traps a fixed mass of air in the left-hand arm of the tube. The right-hand arm of
the tube is open to the atmosphere. The difference in mercury levels in the two arms is h.
(i) The pressure of the atmosphere on the surface of the mercury in the right-hand arm of
the tube is 760 mm Hg. The distance h is 120 mm.
Calculate the total pressure at level Q, in mm of mercury (mm Hg), due to the atmosphere
and the mercury above Q.
(ii) State the pressure exerted by the air in the left-hand arm of the tube.
(iii) Initially, the volume of air trapped in the left-hand arm of the tube is 12 cm3.
More mercury is poured into the right-hand arm of the tube. The volume of the trapped
air decreases. The temperature does not change. The difference in levels, h, becomes
240 mm.
volume = ...........................................................[3]
[Total: 7]
4 (a) In an experiment, cold water is poured into a bowl made of an insulating material. The container
is placed in a draught-free room. After several hours, the volume and the temperature of the
water are found to have decreased.
Name and describe the process that causes the decrease in the volume of the water, and
explain why the temperature of the water decreases.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) In a second experiment, using the same apparatus and the same initial amount of cold water
as in (a), an electric fan blows air over the top of the bowl.
Predict and explain how the results of this experiment compare with the results of the
experiment in (a).
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) In a third experiment, the same initial amount of cold water as in (a) is poured into a metal
bowl. The metal bowl is the same shape and size as the bowl used in (a).
Compared with the experiment in (a), the decrease in temperature is less in the same time.
Explain why.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
5 (a) Compare the arrangement and motion of the molecules in ice and in liquid water.
ice .............................................................................................................................................
...................................................................................................................................................
water .........................................................................................................................................
...................................................................................................................................................
[2]
(b) An ice-hockey rink has an area of 1800 m2. The ice has a thickness of 0.025 m. The density of
ice is 920 kg / m3.
mass = ...........................................................[2]
(ii) The ice is at 0 °C. To form the ice, water at 0 °C was poured onto the floor of the rink and
then frozen. The specific latent heat of fusion of ice is 3.3 × 105 J / kg.
Calculate the energy removed from the water to form the ice at 0 °C.
energy = ...........................................................[2]
[Total: 6]
6 (a) (i) State a typical value for the speed of sound in air.
speed = ...........................................................[1]
(ii) State the range of frequencies that can be heard by a healthy human ear.
.......................................................................................................................................[1]
Fig. 6.1 represents wavefronts of this sound. These wavefronts are successive compressions.
22 mm
Fig. 6.1
(i) Using your value for the speed of sound in (a)(i), calculate the frequency of the sound
wave.
frequency = ...........................................................[2]
(ii) On Fig. 6.1, draw dotted lines to represent three different rarefactions. [1]
(iii) State, in terms of both molecules and pressure, what is meant by a rarefaction.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
A B
prism 1
ray of light
box
emergent ray
D C
Fig. 7.1
The box contains two identical glass prisms, one of which is shown. Light incident on prism 1
undergoes total internal reflection within the glass.
(a) (i) On Fig. 7.1, complete the path of the ray of light through prism 1. [2]
(ii) On Fig. 7.1, draw a second prism inside the dashed square, positioned so that the light
reflects inside the glass and emerges from the box as shown. Complete the path of the
ray. [2]
(b) Select the statements that correctly describe the necessary conditions for the light to undergo
total internal reflection. Tick two boxes.
The angle of incidence in the glass is less than the critical angle of light in the glass.
The angle of incidence in the glass is greater than the critical angle of light in the
glass.
The speed of light in the glass is greater than the speed of light in air.
The speed of light in the glass is equal to the speed of light in air.
The speed of light in the glass is less than the speed of light in air.
[2]
[Total: 6]
e.m.f. = ...........................................................[1]
energy = ...........................................................[4]
(c) Describe the energy changes that take place during the 40 minutes.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
9 Fig. 9.1 shows a gardener cutting damp grass with a high-powered electric mower.
weather-proof
socket on wall damp grass
gardener
extension cable
with thin wires
electric
plug mower
Fig. 9.1
The mower cable has thick wires appropriate for the current of the mower and the correct fuse.
This cable is too short, and so the gardener uses an extension cable with thin wires, intended for
use with a reading lamp. This cable has no fuse.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[4]
[Total: 4]
10 Fig. 10.1 shows a wire AB suspended on two supports so that it is between the poles of a strong
magnet.
A B
S
support support
N
magnet
power supply
Fig. 10.1
(a) a large direct current (d.c.) in the wire in the direction from A to B,
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]
...........................................................................................................................................
.......................................................................................................................................[1]
...........................................................................................................................................
.......................................................................................................................................[1]
Fig. 11.1
On Fig. 11.1, draw the pattern of the electric field in the region around the positively charged
sphere. Show the direction of the field with arrows. [2]
(c) The charge on the sphere in (b) is + 2.0 × 10–5 C. A high resistance wire is now connected
between the sphere and earth. It takes 20 minutes for the sphere to become completely
discharged through the wire.
(i) Suggest why there is a current in the wire between the sphere and earth.
.......................................................................................................................................[1]
(ii) Calculate the average current in the wire between the sphere and earth.
[Total: 7]
12 The nuclear equation below shows the decay of a plutonium (Pu) nucleus to an americium (Am)
nucleus and a β-particle.
241 241
Z
Pu 95
Am +β
(a) (i) State the quantity that is represented by the letter Z in this equation.
.......................................................................................................................................[1]
Z = ..........................................[1]
(b) The americium nucleus decays by the emission of an α-particle into a neptunium (Np)
nucleus.
(c) The half-life of this americium nuclide is 470 years. A sample of this nuclide contains
8.0 × 1014 atoms.
time = ...........................................................[3]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory October/November 2016
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
M marks are method marks upon which further marks depend. For an M mark to be scored, the point
to which it refers must be seen in a candidate's answer. If a candidate fails to score a
particular M mark, then none of the dependent marks can be scored.
B marks: are independent marks, which do not depend on other marks. For a B mark to scored, the
point to which it refers must be seen specifically in the candidate’s answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit and an
acceptable number of significant figures, all the marks for that question are normally
awarded.
It is very occasionally possible to arrive at a correct answer by an entirely wrong approach. In
these rare circumstances, do not award the A marks, but award C marks on their merits.
However, correct numerical answers with no working shown gain all the marks available.
C marks are compensatory marks in general applicable to numerical questions. These can be scored
even if the point to which they refer are not written down by the candidate, provided
subsequent working gives evidence that they must have known it. For example, if an
equation carries a C mark and the candidate does not write down the actual equation but
does correct substitution or working which shows he knew the equation, then the C mark is
scored
A C marks is not awarded if a candidate makes two points which contradict each other.
Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used to clarify
the mark scheme, but the marks do not depend on seeing the words or units in brackets, e.g.
10 (J) means that the mark is scored for 10, regardless of the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the marks.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean
what we want, give credit. However, beware of and do not allow ambiguities, accidental or
deliberate: e.g. spelling which suggests confusion between reflection / refraction / diffraction
thermistor / transistor / transformer.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another otherwise
correct alternative offered by the candidate, i.e. right plus wrong penalty applies.
Ignore Indicates that something which is not correct or irrelevant is to be disregarded and does not
cause a right plus wrong penalty.
ecf meaning “error carried forward” is mainly applicable to numerical questions, but may in
particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an incorrect
value forward to subsequent stages of working, marks indicated by ecf may be awarded,
provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate being penalised more than once for a particular mistake, but only
applies to marks annotated ecf.
© UCLES 2016
Page 3 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any exceptions to
Figures this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise
gain all the marks available for that answer: maximum 1 per question. No deduction is
incurred if the unit is missing from the final answer but is shown correctly in the working.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one.
Transcription Deduct one mark if the only error in arriving at a final answer is because given or previously
errors calculated data has clearly been misread but used correctly..
Fractions (e.g. ½) Allow these only where specified in the mark scheme.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be
marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely blank or
contains no readable words, figures or symbols.
© UCLES 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Total: 8
© UCLES 2016
Page 5 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Total: 8
Total: 7
© UCLES 2016
Page 6 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
4(a) Evaporation B1
Molecules with higher / highest (kinetic) energy OR that gain
enough energy B1
escape (from the liquid surface) B1
Molecules remaining in liquid have low / lower (kinetic) energy
OR Energy for evaporation came from remaining liquid B1
Total: 8
© UCLES 2016
Page 7 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Total 6
6(a)(ii) 20 Hz – 20 kHz B1
6(b)(ii) Vertical dotted lines midway (by eye ) between each pair of compressions OR to right or left of compressions shown with B1
correct spacing (by eye)
6(b)(iii) (At rarefactions) molecules have above normal separation / far apart / spread out B1
Pressure (of air) is below normal / low OR Molecules exert below normal / low pressure B1
Total: 7
© UCLES 2016
Page 8 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
7(a)(i) Ray continues through first face, without bending, to sloping face M1
Ray reflected vertically down at sloping face A1
Total: 6
8(a) 12 V B1
8(b) (I = ) V/R C1
12 / 8 OR 1.5 (A) C1
(W =) IVt OR 1.5 × 12 × 40 (× 60)
OR
(W =) I2Rt OR 1.52 × 8 × 40 (× 60)
OR
W = V2t / R OR 122 × 40 (× 60) / 8 C1
43 000 J A1
Total: 7
© UCLES 2016
Page 9 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Total: 4
© UCLES 2016
Page 10 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
Total: 5
11(b) At least 4 radial equally spaced straight lines drawn from surface of sphere B1
Arrows on lines pointing away from sphere B1
Total: 7
© UCLES 2016
Page 11 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 41
12(a)(ii) 94 B1
237
12(b) Np B1
93
4
+ 2α B1
Total: 7
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
PHYSICS 0625/51
Paper 5 Practical Test October/November 2016
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 0 8 2 3 5 8 0 1 7 9 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk,
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (RW) 115985/4
© UCLES 2016 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested that
candidates spend about 20 minutes on each of questions 1 to 3, followed by 15 minutes on
question 4.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2016 0625/51/CI/O/N/16
3
Question 1
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. The pendulum should be set up for the candidates with the length approximately 45 cm from the
bottom of the split cork to the bottom of the pendulum bob.
3. It may be necessary to increase the stability of the clamp stand, for example by using a G-clamp
or by placing a weight on the base.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. Hot water is to be available for each candidate throughout the experiment. The water should be
maintained at an approximately constant temperature between 80 °C and 100 °C. Each candidate
will require about 250 cm3 of hot water in total. Candidates must be able to pour hot water into the
measuring cylinder and beakers safely.
2. Candidates should be warned of the dangers of burns or scalds when using very hot water.
3. Water at room temperature is to be available for each candidate throughout the experiment. The
supply of water must be labelled ‘cold water’. Each candidate will require about 250 cm3 of water
at room temperature.
4. The clamp, boss and stand are to be set up with the thermometer held in the clamp. The candidates
must be able easily and safely to read temperatures up to 100 °C and to move the thermometer in
and out of the water without the danger of a beaker tipping.
5. The lid is to be cut from a sheet of suitable insulating material, e.g. cardboard or expanded
polystyrene.
6. Any flexible insulating material may be used, e.g. cotton wool, felt or corrugated cardboard.
7. Items (x), (xi) and (xii) must be placed on a sheet of plain paper labelled ‘items for use in
Question 2 part (d)’.
Action at changeover
Empty the beakers and measuring cylinder. Check the supply of hot water. Check the supply of water
at room temperature. Return items (x), (xi) and (xii) to the sheet of paper. Replace the insulation if wet.
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 size paper with a hole in one corner, one per candidate.
(ii) Rectangular, transparent glass or Perspex block, approximate size 11 cm × 6 cm × 2 cm. See
notes 1 and 2.
(iii) Optics pin.
(iv) Pin board (e.g. a cork mat), A4 size or larger.
(v) Protractor. Candidates may use their own.
(vi) 50 cm or 30 cm ruler, graduated in mm. Candidates may use their own.
(vii) String or treasury tag (to tie the plain A4 sheet of paper into the Question Paper). One per
candidate.
Notes
1. The block must have a thin vertical line drawn at the centre on each of the longest sides of the
block, as shown in Fig. 3.1. These lines may be drawn with a permanent marker pen.
Fig. 3.1
A L1 B
D L2 C
Fig. 3.2
Action at changeover
Check that the lines and labels have not been rubbed off the block. Supply a sheet of plain A4 paper
(as in (i) above) and string or treasury tag (as in (vii) above).
Question 4
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test October/November 2016
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (RW/FD) 115984/6
© UCLES 2016 [Turn over
2
1 In this experiment, you will use a pendulum to determine a value for the acceleration of free fall g.
Carry out the following instructions, referring to Figs. 1.1 and 1.2.
clamp clamp
bob
one complete
oscillation
(a) Adjust the pendulum until its length l = 50.0 cm. The length l is measured to the centre of the
bob.
Explain briefly how you avoided a parallax (line of sight) error when measuring the length l.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(b) Displace the pendulum bob slightly and release it so that it swings. Fig. 1.2 shows one
complete oscillation of the pendulum.
t = ...........................................................[1]
(ii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ...........................................................[2]
(iii) Measuring the time for a large number of oscillations, rather than for 1 oscillation, gives a
more accurate value for T.
Suggest one practical reason why measuring the time for 200 oscillations, rather than
20 oscillations, may not be suitable.
...........................................................................................................................................
.......................................................................................................................................[1]
T 2 = ...........................................................[1]
Calculate the acceleration of free fall g using the equation g = 4π2l . Give your answer to
2
(ii)
a suitable number of significant figures for this experiment. T
g = ................................................. m / s2 [2]
(d) A student checks the value of the acceleration of free fall g in a text book. The value in the
book is 9.8 m / s2.
(i) Suggest a practical reason why the result obtained from the experiment may be different.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
1. ........................................................................................................................................
...........................................................................................................................................
2. ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 11]
(a) • Pour 100 cm3 of the hot water provided into beaker A.
θH = ...............................................................
θC = ...............................................................
θH + θC
• Calculate the average temperature θAV using the equation θAV = .
2
θAV = ...............................................................
[3]
(b) Add the water from beaker B to the hot water in beaker A. Stir briefly.
θM = ...........................................................[1]
(c) State one precaution that you took to ensure that the temperature readings are as reliable as
possible.
...................................................................................................................................................
...............................................................................................................................................[1]
(i) In the space below, draw a labelled diagram to show how you will use these items to
reduce the loss of thermal energy when the procedure is repeated.
[2]
(ii) Using the improvements shown in your diagram, repeat the procedure in parts (a) and
(b).
θH = ...............................................................
θC = ...............................................................
θAV = ...............................................................
θM = ...............................................................
[1]
(iii) Comment on whether the improvements made to the apparatus have significantly
changed the value of the temperature θM. Use your results to justify your answer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iv) Suggest two conditions that should be kept constant for all parts of this experiment.
1. ........................................................................................................................................
2. ........................................................................................................................................
[2]
[Total: 11]
© UCLES 2016 0625/51/O/N/16 [Turn over
6
Carry out the following instructions, using the separate ray-trace sheet provided. You may refer to
Fig. 3.1 for guidance.
hole
angle e
A E B
D C
eye
Fig. 3.1
(a) • Place the transparent block, largest face down, on the ray-trace sheet supplied. The block
should be approximately in the middle of the paper. Draw the outline of the block ABCD.
• Remove the block and draw a normal at the centre of side AB. Label the point E where
the normal crosses AB.
• Draw a line FE to the left of the normal and at an angle i = 20° to the normal.
• Place a pin P on the line FE, at a suitable distance from the block for producing an
accurate ray trace.
• There are vertical lines L1 and L2 drawn on the block. Replace the block so that line L1 is
at point E.
• Observe the images of L1 and P through side CD of the block. Carefully move the block,
keeping line L1 at point E, until the vertical line L2 and the images of L1 and P appear
one behind the other. This is indicated by the dashed position of the block shown in
Fig. 3.1.
• Draw a line along side AB of the block to mark its new position.
• Measure the angle θ between the original position of AB and the new position of AB, as
indicated in Fig. 3.1.
• Repeat the procedure using values of i = 30°, 40°, 50° and 60°.
Table 3.1
i/° θ/°
[4]
BLANK PAGE
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
...................................................................................................................................................
...............................................................................................................................................[1]
Tie your ray-trace sheet into this Booklet between pages 8 and 9.
[Total: 11]
ammeter
voltmeter
power supply
variable resistor
switch
connecting leads
a box of identical resistors.
Plan an experiment to investigate how the combined resistance of the resistors, connected in
parallel, depends on the number of resistors. You are not required to carry out this investigation.
You should:
• draw a diagram of the circuit you could use to determine the resistance of resistors connected
in parallel (show only two resistors in your diagram)
• draw a table or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings into the table.
..........................................................................................................................................................
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© UCLES 2016 0625/51/O/N/16
11
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[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical October/November 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(b)(ii) T correct 1
Unit s 1
Total: 11
© UCLES 2016
Page 3 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 51
2(a) θ H 60 – 100 1
θC 10 – 40 and θAV correct 1
Unit °C 1
Total 11
© UCLES 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 51
3(b) Graph:
3(c) Triangle method shown on graph and triangle using at least half of candidate’s line 1
G 0.9 – 1.1 1
3(d) Points close to/scattered from line (to match graph)/all on line. 1
Total: 11
© UCLES 2016
Page 5 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 51
MP2 Circuit diagram correctly shows power supply, ammeter, unless in a branch, two or 1
more resistors in parallel
MP3 Circuit diagram: Correct symbols for ammeter, voltmeter and fixed resistor 1
MP5 Table that includes columns for number of resistors, voltage/V and current/A 1
Total: 7
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
* 3 0 6 7 8 4 0 0 2 4 *
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2016
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (RW/FD) 115986/5
© UCLES 2016 [Turn over
2
1 A student uses a pendulum to determine a value for the acceleration of free fall g.
clamp clamp
bob
one complete
oscillation
l = .................................................... cm [1]
(b) The student adjusts the pendulum until its length l = 50.0 cm. The length l is measured to the
centre of the bob.
Explain briefly how the student avoids a parallax (line of sight) error when measuring length l.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(c) The student displaces the pendulum bob slightly and releases it so that it swings.
(i) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ...........................................................[1]
(ii) Measuring the time for a large number of oscillations, rather than for one oscillation,
gives a more accurate value for T.
Suggest one practical reason why measuring the time for 200 oscillations, rather than
20 oscillations, may not be suitable.
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) Calculate T 2.
T 2 = ...........................................................[1]
Calculate the acceleration of free fall g using the equation g = 4π2l . Give your answer to
2
(iv)
a suitable number of significant figures for this experiment. T
g = ................................................. m / s2 [2]
(d) The student checks the value of the acceleration of free fall g in a text book. The value in the
book is 9.8 m / s2.
(i) Suggest a practical reason why the result obtained from the experiment may be different.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
1. ........................................................................................................................................
...........................................................................................................................................
2. ........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 10]
110 °C
100
90
80
70
60
50
40
30
20
10
0
hot
–10
water
Fig. 2.1
(i) Record the temperature θH of the hot water, as shown in Fig. 2.1.
θH = ...........................................................[1]
(ii) The student measures the temperature θC of an equal volume of cold water.
19 °C
θC = ...............................................................
θH + θC
Calculate the average temperature θAV using the equation θAV = .
2
θAV = ...........................................................[1]
(b) The student adds the cold water to the hot water. She records the temperature θM of the
mixture.
46 °C
θM = ...............................................................
State one precaution that you would take to ensure that the temperature readings are as
reliable as possible.
...................................................................................................................................................
...............................................................................................................................................[1]
In the space below, draw a labelled diagram to show how you would use these items to
reduce the loss of thermal energy when the procedure is repeated.
[2]
(d) Using the improvements shown in your diagram, the student repeats the procedure and
obtains these readings.
86 °C
θH = ...............................................................
20 °C
θC = ...............................................................
53 °C
θAV = ...............................................................
49 °C
θM = ...............................................................
Comment on whether the improvements made to the apparatus have significantly changed
the value of the temperature θM. Use the results to justify your answer.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(e) Suggest two conditions that should be kept constant for all parts, (a) to (d), of this experiment.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
[Total: 8]
Fig. 3.1 shows the first stage of the student’s ray trace. ABCD is the outline of the transparent
block. E is at the centre of AB and G is at the centre of CD.
normal
angle e
A E B
G
D C
eye
Fig. 3.1
(a) On Fig. 3.1, draw a line FE to the left of the normal, above the outline of the block, and at an
angle i = 20° to the normal. [1]
(b) • The student places a pin P on the line FE, at a suitable distance from the block.
• There is a vertical line L1 drawn on side AB of the block at point E. There is a second
vertical line L2 drawn on side CD at point G.
• The student observes the images of L1 and P through side CD of the block. He carefully
turns the block to the dashed position in Fig. 3.1. In this position the vertical line L2 and
the images of L1 and P appear one behind the other.
(i) On Fig. 3.1, mark with a cross (×) a suitable position for pin P. [1]
(ii) Explain briefly the experimental reason for your choice of position for pin P.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(iii) On Fig. 3.1, measure the angle θ and enter it in the first row of Table 3.1, on page 10. [1]
(c) • The student measures the angle θ between the original position of AB and the new
position of AB, as indicated in Fig. 3.1.
• He repeats the procedure, using values of i = 30°, 40°, 50° and 60°.
Table 3.1
i/° θ/°
20
30 29
40 41
50 51
60 59
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
[Total: 10]
ammeter
voltmeter
power supply
variable resistor
switch
connecting leads
a box of identical resistors.
Plan an experiment to investigate how the combined resistance of the resistors, connected in
parallel, depends on the number of resistors.
You should:
• draw a diagram of the circuit you could use to determine the resistance of resistors connected
in parallel (show only two resistors in your diagram),
• draw a table or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings into the table.
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© UCLES 2016 0625/61/O/N/16
13
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[7]
[Total: 7]
(a) Fig. 5.1 shows the spring with, and without, a load attached.
spring a
b c
d
load
Fig. 5.1
Tick the distance that shows the extension of the spring when the load is added.
a b c d
[1]
load / N
0
0 5 10 15 20 25
extension / mm
(i) State whether the graph shows that the load and the extension are directly proportional.
Justify your answer by reference to the graph.
statement ..........................................................................................................................
justification ........................................................................................................................
...........................................................................................................................................
[2]
0.1744729
G = ...............................................................
Write down the value of the constant k. Give your answer to a suitable number of
significant figures and include the unit.
k = ...........................................................[2]
[Total: 5]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the October/November 2016 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(c)(iv) 10.2(2) 1
2 or 3 significant figures 1
Total: 10
© UCLES 2016
Page 3 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 61
2(a)(i) 88 (°C) 1
2(d) Statement and justification to match results. A number or numbers must be seen. 1
Comment must include yes or no or ‘too close to call’; owtte
Total: 8
© UCLES 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 61
3(b)(iii) 19° 1
3(c) Graph:
θ 19 (or ecf), 29,41,51,59
i 20, 30, 40, 50, 60
3(d) Triangle method shown on graph and triangle using at least half of candidate’s line 1
G 0.9 – 1.1 1
Total: 10
© UCLES 2016
Page 5 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 61
MP2 Circuit diagram correctly shows power supply, ammeter, unless in a branch, two or 1
more resistors in parallel
MP3 Circuit diagram: Correct symbols for ammeter, voltmeter and fixed resistor 1
MP5 Table that includes columns for number of resistors, voltage/V and current/A 1
Total: 7
© UCLES 2016
Page 6 Mark Scheme Syllabus Paper
Cambridge IGCSE – October/November 2016 0625 61
5(a) c 1
Total: 5
© UCLES 2016
Cambridge International Examinations
Cambridge International General Certificate of Secondary Education
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2016
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*1549637503*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB16 06_0625_11/2RP
© UCLES 2016 [Turn over
2
1 The diagram shows an enlarged drawing of the end of a metre rule. It is being used to measure
the length of a small feather.
10 20 30
mm
cm 1 2 3
A 19 mm B 29 mm C 19 cm D 29 cm
A 3.0 m / s B 5.0 m / s C 50 m / s D 60 m / s
The graph shows how the speed of each runner changes with time.
runner 1
speed
runner 2
0
0 t time
What happens to the mass and what happens to the weight of the liquid in the cup?
mass weight
A decreases decreases
B decreases stays the same
C stays the same decreases
D stays the same stays the same
What is the weight of the object on Earth, and what is its weight on the distant planet?
on the distant
on Earth
planet
A 5.0 kg 12.5 kg
B 5.0 N 12.5 N
C 500 kg 200 kg
D 500 N 200 N
First he finds the mass of the stone. Next he lowers the stone into a measuring cylinder
containing water.
The diagrams show the measuring cylinder before and after the stone is lowered into it.
stone
reading 2
water
reading 1
water stone
A energy
B power
C pressure
D weight
8 The diagram shows an object of weight W and an object of weight Z balanced on a uniform metre
rule.
a b
object of object of
weight W 50 cm mark weight Z
pivot
metre rule
W Z
A =
a b
B W×Z=a×b
C W×a=Z×b
D W × (a + b) = Z
9 A skier walks from the bottom of a ski slope to the top and gains 10 000 J of gravitational potential
energy.
She skis down the slope. At the bottom of the slope, her kinetic energy is 2000 J.
How much energy is dissipated in overcoming friction and air resistance as the skier moves down
the slope?
10 A coal-fired power station generates electricity. Coal is burnt and the energy released is used to
boil water. The steam from the water makes the generator move and this produces electricity.
Which words are used to describe the energy stored in the coal and the energy of the moving
generator?
coal generator
A chemical hydroelectric
B chemical kinetic
C geothermal hydroelectric
D geothermal kinetic
For which child is the useful power to climb the stairs the greatest?
A 40 15
B 50 25
C 60 25
D 70 15
12 The diagram shows three vases each with the same base area. Each vase contains water of the
same depth.
P Q R
mercury
X
Y
Z
A VW B WY C XY D XZ
15 A gas is stored in a sealed container of constant volume. The temperature of the gas increases.
This causes the pressure of the gas to increase.
The graph shows how the temperature of the substance changes with time.
temperature
P
0
0 time
A gas condensing
B gas cooling
C liquid cooling
D liquid solidifying
17 A student wishes to check the upper and the lower fixed points on a Celsius scale thermometer.
Which two beakers should she use to check the fixed points?
18 The same quantity of thermal energy is supplied to two solid objects X and Y. The temperature
increase of object X is greater than the temperature increase of object Y.
liquid
heating
The density of the liquid changes as its temperature increases. This causes energy to be
transferred throughout the liquid.
How does the density change and what is this energy transfer process?
energy transfer
density
process
A decreases conduction
B decreases convection
C increases conduction
D increases convection
20 A rod is made half of glass and half of copper. Four pins A, B, C and D are attached to the rod by
wax. The rod is heated in the centre as shown.
glass copper
21 Which row shows the natures of light waves, sound waves and X-rays?
radio
waves
house
hill
The waves reach the house because the hill has caused them to be
A diffracted.
B radiated.
C reflected.
D refracted.
23 The ray diagram shows the image of an object formed by a converging lens.
converging
lens
object
image
50 cm 40 cm 72 cm
A 40 cm B 50 cm C 72 cm D 90 cm
prism
white X
Y spectrum
light
Z of colours
A second sound wave is quieter and lower in pitch than the first sound wave.
28 A student wishes to make a permanent magnet. She has an iron rod and a steel rod.
Which rod should she use to make the permanent magnet, and is this rod a hard magnetic
material or a soft magnetic material?
type of magnetic
rod
material
A iron hard
B iron soft
C steel hard
D steel soft
Which row gives the unit of the quantity measured by X and the unit of the quantity measured
by Y?
meter X meter Y
A ampere ampere
B ampere volt
C volt ampere
D volt volt
polythene rod
cloth
The rod and the cloth both become charged as electrons move between them.
Which diagram shows how the rod becomes negatively charged, and the final charge on the
cloth?
A B
electron electron
– – movement – movement
– – –
– –
– – + + + – –– + + +
– – – + + + – – +
+ + + ++
+ + +
C D
electron electron
– movement – movement
– – – –
– –
– –– – – – – –– – – –
– – – – – –
– – –– – – ––
– –
X A Z
A
10 Ω
A
20 Ω Y
A X
B Y
C Z
D They all have the same reading.
33 The diagram shows part of a circuit used to switch street lamps on and off automatically.
LDR
Which row shows the effect on the resistance of the light-dependent resistor (LDR) and on the
potential difference (p.d.) across it?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
34 A domestic circuit includes a 30 A fuse. This protects the wiring if there is too much current in the
circuit.
In which wire is the 30 A fuse positioned, and what does it do when it operates?
position operation
current core
coil
pins
input output
voltage voltage
A 6.0 V B 12 V C 20 V D 40 V
37
37 How many neutrons are in a nucleus of the nuclide 17 Cl ?
A 17 B 20 C 37 D 54
40 A reading is taken every 10 minutes of the number of emissions per second from a radioactive
source. The table shows the readings.
number of
time / min emissions
per second
0 800
10 560
20 400
30 280
40 200
50 140
60 100
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 A 21 C
2 C 22 A
3 A 23 A
4 A 24 B
5 D 25 B
6 D 26 D
7 D 27 B
8 C 28 C
9 B 29 D
10 B 30 B
11 D 31 A
12 D 32 C
13 B 33 D
14 A 34 A
15 A 35 B
16 C 36 B
17 D 37 B
18 C 38 D
19 B 39 A
20 C 40 B
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2016
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*9170531728*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB16 06_0625_21/2RP
© UCLES 2016 [Turn over
2
1 The diagram shows an enlarged drawing of the end of a metre rule. It is being used to measure
the length of a small feather.
10 20 30
mm
cm 1 2 3
A 19 mm B 29 mm C 19 cm D 29 cm
15
speed
m/s
10
0
0 20 40 60 80
time / s
A 0 m / s2 B 15 − 3 m / s2 C 15 m / s2 D (15 – 3) m / s2
40 40
The graph shows how the speed of each runner changes with time.
runner 1
speed
runner 2
0
0 t time
The diagram shows the satellite at one point in its circular orbit around the Earth.
Which labelled arrow shows the direction of the resultant force on the satellite at the position
shown?
direction of rotation
of satellite
D B
Earth
satellite
C
What happens to the mass and what happens to the weight of the liquid in the cup?
mass weight
A decreases decreases
B decreases stays the same
C stays the same decreases
D stays the same stays the same
6 The diagrams show three uniform beams P, Q and R, each pivoted at its centre.
2.0 m 1.0 m
P
4.0 N 4.0 N
4.0 m 2.0 m
Q
2.0 N 5.0 N
2.0 m 4.0 m
R
1.5 N 1.0 N
A P and Q only
B P and R only
C Q and R only
D P, Q and R
Which nuclear reaction takes place in a nuclear power station, and which nuclear reaction takes
place in the Sun?
nuclear power
the Sun
station
A fission fission
B fission fusion
C fusion fission
D fusion fusion
A car has a mass of 1000 kg. The kinetic energy of the car is equal to the kinetic energy of the
lorry.
11 A force acts on an object and causes the object to move a certain distance, in the same direction
as the force.
Which row represents a situation in which the largest amount of work is done on the object by the
force?
A 2.0 40.0
B 10.0 2.0
C 20.0 6.0
D 100.0 1.0
12 A diver under water uses breathing apparatus at a depth where the pressure is 1.25 × 105 Pa.
A bubble of gas breathed out by the diver has a volume of 20 cm3 when it is released. The bubble
moves upwards to the surface of the water.
At the surface of the water, the atmospheric pressure is 1.00 × 105 Pa.
mercury
X
Y
Z
A VW B WY C XY D XZ
15 A beaker contains 0.500 kg of water at a temperature of 3.0 °C. The beaker is heated, and the
internal energy of the water increases by 21.0 kJ.
The graph shows how the temperature of the substance changes with time.
temperature
P
0
0 time
A gas condensing
B gas cooling
C liquid cooling
D liquid solidifying
17 A student wishes to check the upper and the lower fixed points on a Celsius scale thermometer.
Which two beakers should she use to check the fixed points?
18 Two otherwise identical cars, one black and one white, are at the same initial temperature. The
cars are left in bright sunshine and their temperatures increase. During the night their
temperatures decrease.
Which car shows the greater rate of temperature increase and which car shows the greater rate
of temperature decrease?
A black black
B black white
C white black
D white white
liquid
heating
The density of the liquid changes as its temperature increases. This causes energy to be
transferred throughout the liquid.
How does the density change and what is this energy transfer process?
energy transfer
density
process
A decreases conduction
B decreases convection
C increases conduction
D increases convection
20 Sound waves of frequency 2.0 kHz travel through a substance at a speed of 800 m / s.
21 Which row shows the natures of light waves, sound waves and X-rays?
normal
light
w
air v
glass y
image object
Y
Which row correctly compares the air pressure in a compression and the air pressure in a
rarefaction to the air pressure nearby where there is no sound wave?
A higher higher
B higher lower
C lower higher
D lower lower
A second sound wave is quieter and lower in pitch than the first sound wave.
A a region around a wire carrying an electric current in which a compass needle experiences a
force
B a region in which an electric charge experiences a force
C a region in which an electric charge is attracted by the Earth’s gravity
D a region through which electromagnetic radiation is passing
27 A negatively charged rod is held close to one side of a metal sphere. The other side of the sphere
is earthed.
A B
– + –
–
– –– – – ––
– – – + –
C D
+ + +
+
– –– – –– +
– + + – +
– +
What is the direction of the electron flow in the lamp and what is the current in the lamp?
direction of electron
current / A
flow in lamp
Which two graphs show the characteristics of an ohmic resistor and of a filament lamp?
W X Y Z
0 0 0 0
0 voltage 0 voltage 0 voltage 0 voltage
ohmic filament
resistor lamp
A W Y
B X Y
C W Z
D X Z
30 The four circuits shown all include an a.c. power supply, two diodes and a lamp.
A B
C D
input P
(= 0) output X
input Q output Y
(= 1)
output X output Y
A 0 0
B 0 1
C 1 0
D 1 1
32 The diagram shows part of a circuit used to switch street lamps on and off automatically.
LDR
Which row shows the effect on the resistance of the light-dependent resistor (LDR) and on the
potential difference (p.d.) across it?
A decreases decreases
B decreases increases
C increases decreases
D increases increases
33 A domestic circuit includes a 30 A fuse. This protects the wiring if there is too much current in the
circuit.
In which wire is the 30 A fuse positioned, and what does it do when it operates?
position operation
current core
coil
pins
input output
voltage voltage
A 6.0 V B 12 V C 20 V D 40 V
36 The diagram shows a shaded area where the direction of a magnetic field is into the page.
magnetic field
into the page
beam of
β-particles
In which direction is the beam of β-particles deflected as they enter the magnetic field?
37 The arrangement shown is used to check whether the flour inside a cardboard packet is above a
certain level. If it is above this level, the flour absorbs the radiation from the source so that it
doesn’t reach the detector.
radioactive
source detector
flour
cardboard
packet
A α-particles only
B β-particles only
D γ-rays only
243
38 A nucleus of americium 95 Am emits an α-particle to form a nucleus of neptunium (Np).
243 243 0
B 95 Am → 96 Np + -1 α
243 243 0
C 95 Am → 94 Np + -1 α
243 239 4
D 95 Am → 93 Np + 2α
40 A reading is taken every 10 minutes of the number of emissions per second from a radioactive
source. The table shows the readings.
number of
time / min emissions
per second
0 800
10 560
20 400
30 280
40 200
50 140
60 100
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Question Question
Key Key
Number Number
1 A 21 C
2 A 22 D
3 A 23 D
4 D 24 B
5 A 25 D
6 C 26 B
7 B 27 D
8 C 28 A
9 B 29 B
10 C 30 A
11 C 31 A
12 D 32 D
13 B 33 A
14 A 34 B
15 C 35 B
16 C 36 C
17 D 37 B
18 A 38 D
19 B 39 D
20 A 40 B
PHYSICS 0625/31
Paper 3 Core Theory May/June 2016
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
B marks are independent marks, which do not depend on other marks. For a B mark to
scored, the point to which it refers must be seen specifically in the candidate’s
answers.
M marks are method marks upon which accuracy marks (A marks) depend. For an M mark
to be scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent marks
can be scored.
C marks are compensatory method marks which can be scored even if the points to which
they refer are not written down by the candidate, provided subsequent working
gives evidence that they must have known it. For example, if an equation
carries a C mark and the candidate does not write down the actual equation but
does correct substitution or working which shows that they knew the equation, then
the C mark is scored. A C mark is not awarded if a candidate makes two points
which contradict each other. Points which are wrong but irrelevant are ignored.
A marks are accuracy or answer marks which either depend on an M mark, or which are
one of the ways which allow a C mark to be scored.
Brackets ( ) around words or units in the mark scheme are intended to indicate wording used to
clarify the mark scheme, but the marks do not depend on seeing the words or units
in brackets e.g. 10 (J) means that the mark is scored for 10, regardless of the unit
given.
Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the
marks.
Ignore indicates that something which is not correct or irrelevant is to be disregarded and
does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to
mean what we want, give credit. However, beware of and do not allow ambiguities:
e.g. spelling which suggests confusion between reflection / refraction / diffraction or
thermistor / transistor / transformer.
Not / NOT indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
e.c.f. means “error carried forward” . This is mainly applicable to numerical questions,
but may occasionally be applied in non-numerical questions if specified in the mark
scheme.
This indicates that if a candidate has made an earlier mistake and has carried an
incorrect value forward to subsequent stages of working, marks indicated by e.c.f.
may be awarded, provided the subsequent working is correct, bearing in mind the
earlier mistake. This prevents a candidate from being penalised more than once
for a particular mistake, but only applies to marks annotated “e.c.f”.
Significant figures On this paper, answers are generally acceptable to any number of significant
figures ⩾ 2, except where the mark scheme specifies otherwise or gives an answer
to only 1 significant figure.
Units On this paper, incorrect units are not penalised, except where specified. More
commonly, marks are awarded for specific units.
Arithmetic errors Deduct only one mark if the only error in arriving at a final answer is clearly an
arithmetic one. Regard a power-of-ten error as an arithmetic one.
Crossed out work Work which has been crossed out and not replaced but can easily be read,
should be marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely
blank or contains no readable words, figures or symbols.
8(a)(i) normal B1
8(a)(ii) 20° B1
8(b) d B1
g B1
f B1
R OR S B1
8(c) any two rays correctly drawn from top of O: M2
ray parallel to axis, through lens, and beyond F
ray undeviated through centre of lens and beyond
ray through F, through lens, then parallel to axis
inverted image correctly drawn and positioned at intersection of two rays A1
Total: 9
9(a)(i) infra-red B1
9(a)(ii) frequency B1
9(b)(i) any two different applications from: B2
• (medical) imaging OR detecting fractures in bone OR specific example e.g. CT scan / imaging teeth at dentist
• detecting faults in metal
• security imaging e.g. airport security checks of bags
• cancer treatment
9(b)(ii) any two from: B2
• behind a screen OR lead apron
• large distance from X-ray beam
• monitoring of OR restricting exposure
• low dosage OR limit exposure time
• monitor frequency of x-ray sessions
• other people not allowed in room when X-ray being taken
• avoid when pregnant
9(b)(iii) same speed B1
Total: 7
10(a)(i) series B1
10(a)(ii) thermistor B1
10(b)(i) resistance decreases as temp increases B1
at decreasing rate OR not proportional OR not linear B1
10(b)(ii) resistance of Y = 80 Ω C1
Rt = R1 + R2 in any form C1
100(Ω) A1
10(b)(iii) V = IR in any form C1
12 ÷ 100 OR 12 ÷ candidates (b)(ii) C1
0.12 (A) OR ECF from (b)(ii) A1
Total: 10
12(a) idea of paper between source and detector OR measuring range (in air) OR pass through an electric or magnetic B1
field
alpha stopped by paper OR larger range in air for beta OR identify deflection when in field B1
12(b) any two from: B2
gamma travel at the speed of light
gamma rays have no charge
gamma rays have no mass
gamma is a wave OR part of the electromagnetic spectrum
gamma less ionising
greater penetration
not deflected by electric or magnetic fields
12(c) damages cells / tissues / DNA OR causes (cell) mutations OR radiation sickness B1
Total: 5
PHYSICS 0625/41
Paper 4 Extended Theory May/June 2016
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
M marks are method marks upon which further marks depend. For an M mark to be
scored, the point to which it refers must be seen in a candidate's answer. If a
candidate fails to score a particular M mark, then none of the dependent marks
can be scored.
B marks: are independent marks, which do not depend on other marks. For a B mark to
scored, the point to which it refers must be seen specifically in the candidate’s
answers.
A marks In general A marks are awarded for final answers to numerical questions.
If a final numerical answer, eligible for A marks, is correct, with the correct unit
and an acceptable number of significant figures, all the marks for that question
are normally awarded.
C marks are compensatory marks in general applicable to numerical questions. These can
be scored even if the point to which they refer are not written down by the
candidate, provided subsequent working gives evidence that they must
have known it. For example, if an equation carries a C mark and the candidate
does not write down the actual equation but does correct substitution or working
which shows he knew the equation, then the C mark is scored
A C marks is not awarded if a candidate makes two points which contradict each
other. Points which are wrong but irrelevant are ignored.
brackets ( ) around words or units in the mark scheme are intended to indicate wording used
to clarify the mark scheme, but the marks do not depend on seeing the words or
units in brackets. e.g. 10 (J) means that the mark is scored for 10, regardless of
the unit given.
underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or indicates alternative answers, any one of which is satisfactory for scoring the
marks.
Spelling Be generous about spelling and use of English. If an answer can be understood
to mean what we want, give credit. However, beware of and do not allow
ambiguities, accidental or deliberate: e.g. spelling which suggests confusion
between reflection / refraction / diffraction / thermistor / transistor / transformer.
Not/NOT Indicates that an incorrect answer is not to be disregarded, but cancels another
otherwise correct alternative offered by the candidate i.e. right plus wrong penalty
applies.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but
may in particular circumstances be applied in non-numerical questions.
This indicates that if a candidate has made an earlier mistake and has carried an
incorrect value forward to subsequent stages of working, marks indicated by ecf
may be awarded, provided the subsequent working is correct, bearing in mind the
earlier mistake. This prevents a candidate being penalised more than once for a
particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any
Figures exceptions to this general rule will be specified in the mark scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would
otherwise gain all the marks available for that answer: maximum 1 per
question. No deduction is incurred if the unit is missing from the final answer but
is shown correctly in the working.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an
arithmetic one.
Transcription Deduct one mark if the only error in arriving at a final answer is because given or
errors previously calculated data has clearly been misread but used correctly..
Fractions (e.g. ½) Allow these only where specified in the mark scheme.
Crossed out work Work which has been crossed out and not replaced but can easily be read,
should be marked as if it had not been crossed out.
Use of NR (# key on the keyboard) Use this if the answer space for a question is completely
blank or contains no readable words, figures or symbols.
1(a) From time zero, line of constant positive gradient, not necessarily from origin B1
Horizontal line from end of sloping line B1
Line of steeper positive gradient from end of horizontal line B1
1(b) (distance =) area under graph stated C1
OR ½ (a + b)h (C1)
= 0.5 × (25 + 12.5) × 3.3 (C1)
62 m A1
Total: 7
2(a)(i) (momentum =) mv OR 70 × 20 C1
= 1400 kg m / s OR N s A1
2(a)(ii) same numerical answer as (a)(i) with either unit OR 1400 kg m / s B1
2(b) (a = ) change of velocity / time OR (v – u) /t OR 20 / 0.2 C1
A1
100 m / s2
2(c) (F =) ma OR 70 × 80 C1
5600 N A1
2(d) Force / impact on passenger or dummy less (than without seat belt / airbag) M1
Passenger less likely to be injured / hurt / damaged A1
Total: 9
4(a) Gas molecules (very) far apart OR empty space between gas molecules B1
Molecules of liquid (very) close together / compact OR are touching (each other) B1
4(b)(i) Faster / more energetic water molecules evaporate / escape / leave B1
Slower / less energetic molecules remain (so temperature is lower) B1
4(b)(ii) Water in wide container AND has water with larger surface (area) B1
Rate of evaporation higher / faster / quicker
OR higher chance of evaporation B1
Total: 6
5(a) One of 1, 2 or 3:
1 Molecules move faster OR have more k.e. / momentum
2 Molecules hit walls more often / more frequently B1
3 Molecules hit walls with greater force / impulse / harder
5(b) 1 mark for each of 1, 2 and 3 in (a) not given as answer to (a) B2
5(c)(i) PV = constant OR P1V1 = P2V2 OR 98 × 4800 = P × 7200 C1
65 kPa A1
5(c)(ii) To prevent the balloon bursting (as its volume increases)
OR to reduce the pressure inside the balloon
OR pressure difference between inside and outside balloon rises B1
Total: 6
6(a) Method 1:
Long distance / distance in field measured with the tape B1
One student fires pistol at one end (of this distance) B1
Student at other end starts stop-watch on seeing smoke / light
from pistol and st / B1
ops stop-watch on hearing sound of pistol B1
speed = (measured) distance / (measured) time
Method 2:
Distance of 50 m or more from a vertical wall measured with (B1)
the tape (B1)
Student 1 fires pistol at this distance from the wall
Student 2 standing next to student 1 starts stop-watch on (B1)
hearing pistol and stops stop-watch on hearing echo (B1)
speed = 2 × (measured) distance / (measured) time
6(b)(i) v = fλ OR (λ = ) v / f OR 1500 / 200 C1
7.5 m A1
6(b)(ii) 1 (frequency) does not change B1
2 (speed) decreases B1
Total: 8
7(a)((i) Sketch of curved optic fibre with light ray undergoing at least one total internal reflection
B1
7(a)(ii) Light travels down (optic) fibres into or out of body B1
9(a)(i) 12 Ω B1
9(a)(ii) 1 / R = 1 / R1 + 1 / R2 OR 1 / R = 1 / 12 + 1 / 6
OR (R = ) R1R2 / (R1 + R2) OR (12 × 6) / (12 + 6) C1
4Ω A1
9(a)(iii) 4 + 6 = 10 Ω B1
9(b)(i) (I = 12 / 10 = ) 1.2 A B1
9(b)(ii) (E =) IVt OR 1.2 × 12 × 50 OR I2Rt OR 1.22 × 10 × 50
OR V2t / R OR 122 × 50 / 10 C1
720 J A1
Total: 7
10(a)(ii) B1
11(a) 83 protons
131 neutrons B2
11(b) 0
−1β
Superscript 0 B1
Subscript –1 B1
214
84 Po B1
11(c) (After 20 min count rate is) 360 / 2 or 180 (count / s)
(After 40 min count rate is) 180 / 2 or 90 (counts / s)
(After 60 min count rate is) 90 / 2
OR new count-rate = 360/(2 × 2 × 2) or 360 / 8 or 3 half-lives C1
45 (counts / s) A1
PHYSICS 0625/51
Paper 5 Practical Test May/June 2016
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 6 8 3 3 3 0 5 0 6 7 *
If you have any problems or queries regarding these Instructions, please contact CIE
by e-mail: info@cie.org.uk
by phone: +44 1223 553554,
by fax: +44 1223 553558,
stating the Centre number, the nature of the query and the syllabus number quoted above.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF) 107597/4
© UCLES 2016 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Report form printed on pages 7 and 8) a brief
description of the apparatus supplied, mentioning any points that are likely to be of importance to
the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor and by the person responsible for preparing
the apparatus.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Instructions. If a candidate breaks any of the apparatus, or loses any of the material
supplied, the matter should be rectified and a note made in the Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested that
candidates spend about 20 minutes on each of questions 1 to 3, followed by 15 minutes on
question 4.
Assistance to Candidates
The purpose of the Practical Physics test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the Physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
© UCLES 2016 0625/51/CI/M/J/16
3
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(ii) Triangular block to act as a pivot for the metre rule. This block is to stand on the bench.
(v) Top-pan balance capable of measuring mass to a precision of at least 1 g. One balance per
set of apparatus is not essential but candidates must have easy access to a balance without
delay.
Note
1. The metre rule should approximately balance on the pivot when the 50 cm mark is over the pivot.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power source of approximately 1.5 V–2 V. Where candidates are supplied with a power source
with a variable output voltage, the voltage setting should be set by the Supervisor and fixed
(e.g. taped).
(ii) Voltmeter capable of measuring the supply p.d. with a precision of at least 0.1 V.
(iii) Ammeter capable of measuring the current in the circuit shown in Fig. 2.1 with a precision of
at least 0.02 A.
(iv) A lamp in a suitable holder. The lamp must glow when connected as shown in Fig. 2.1, and
not blow if the sliding contact is moved to a distance 10 cm from A.
(v) Switch. The switch may be an integral part of the power supply.
(vi) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled ‘A’, the other end is to be labelled ‘B’.
(vii) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 2.1.
(viii) Sliding contact, labelled ‘C’. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(ix) Sufficient connecting leads to set up the circuit shown in Fig. 2.1.
Notes
power
supply
A
resistance
wire
C
A B
Fig. 2.1
2. If cells are to be used they must remain adequately charged throughout the examination. Spare
cells should be available.
4. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Converging lens, focal length approximately 15 cm, with a suitable holder. See note 2.
(ii) Illuminated object made from stiff white card with a triangular hole of height 1.5 cm (see
Figs. 3.1 and 3.2). The hole is to be covered with thin translucent paper (e.g. tracing paper).
See notes 1 and 2.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support, is
suitable. See Fig. 3.3.
(v) Plane mirror fixed to a wooden support so that it stands vertically, as shown in Fig. 3.4. The
height of the mirror must be at least the height above the bench of the top of the lens in its
holder. The width of the mirror must be at least the diameter of the lens.
mirror
support
Fig. 3.4
Notes
1. The lamp for the illuminated object should be a low voltage lamp, approximately 24 W or higher
power, with a suitable power supply.
2. The centre of the hole which forms the object, the lamp filament and the centre of the lens in its
holder are all to be at the same height above the bench.
Action at changeover
Question 4
0625/51
General
The Supervisor is required to give details of any difficulties experienced by particular candidates, giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts. The space below can be used
for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
Declaration (to be signed by the Supervisor and the person responsible for preparing the apparatus)
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2016
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/SW) 107596/4
© UCLES 2016 [Turn over
2
1 In this experiment, you will determine the weight of a metre rule using a balancing method.
P Q metre rule
x y
bench
Fig. 1.1
(a) • Place load P on the metre rule at the 5.0 cm mark. Place the metre rule on the pivot at
the 45.0 cm mark. Place load Q on the rule and adjust its position so that the metre rule
is as near as possible to being balanced.
• Record, in Table 1.1, the distance x between the centre of load P and the pivot.
• Measure, and record in the table, the distance y from the centre of load Q to the pivot.
• Calculate A = Px, where P = 1.00 N. Record the value in the table. P is the weight of
load P.
• Calculate B = Qy, where Q = 0.80 N. Record the value in the table. Q is the weight of
load Q.
• Repeat the steps above, placing the load P at the 10.0 cm mark, 15.0 cm mark, 20.0 cm
mark and 25.0 cm mark. Keep the pivot at the 45.0 cm mark each time. Record all the
readings and values of A and B in the table.
Table 1.1
x / cm y / cm A / N cm B / N cm
[3]
(b) Plot a graph of A / N cm (y-axis) against B / N cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) Use the graph to determine the vertical intercept Y, the value of A when B = 0 N cm. Show
clearly on the graph how you obtained this value.
Y = ........................................................... [1]
Y
(d) Calculate the weight W of the metre rule using the equation W = , where z = 5.0 cm.
z
W = ........................................................... [1]
(e) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) Use the balance provided to measure the mass of the metre rule.
[Total: 11]
© UCLES 2016 0625/51/M/J/16 [Turn over
4
Carry out the following instructions, referring to Fig. 2.1. The circuit is set up for you.
power
supply
A
resistance
d
L wire
C
A B
Fig. 2.1
(a) • Switch on. Place the sliding contact C on the resistance wire at a distance d = 0.200 m
from point A.
• Measure and record in Table 2.1 the current I in the circuit and the p.d. V across the
lamp L. Switch off.
V
• Calculate the resistance R of the lamp filament, using the equation R = .
I
• Repeat the procedure using values for d of 0.400 m, 0.600 m and 0.800 m.
Table 2.1
d/ V/ I/ R/
0.200
0.400
0.600
0.800
[4]
(b) A student suggests that the resistance R of the lamp filament should be constant.
State and explain whether your results show that R is constant within the limits of experimental
accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) Suggest, referring to a practical observation, a reason why the resistance R may not be
constant in this experiment.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) (i) Name an electrical component that could be used, in place of the resistance wire AB
and sliding contact, to vary the current I.
...................................................................................................................................... [1]
(ii) Draw a diagram of the circuit including this component in place of the resistance wire
and sliding contact.
[2]
[Total: 11]
3 In this experiment, you will determine the focal length of a lens by two different methods.
Method 1
illuminated
object u v screen
lens
Fig. 3.1
(i) • Place the lens at a distance u = 50.0 cm from the illuminated object.
• Move the screen until a sharply focused image of the object is seen on the screen.
• Measure and record the distance v from the screen to the centre of the lens.
v = ..................................................... cm [1]
uv
(ii) Calculate a value f1 for the focal length of the lens, using the equation f1 = .
(u + v)
f1 = .......................................................... [1]
(b) (i) • Place the lens at a distance u = 60.0 cm from the illuminated object. Move the screen
until a sharply focused image of the object is seen on the screen.
• Measure and record the distance v from the screen to the centre of the lens.
v = ..................................................... cm [1]
uv
(ii) Calculate a value f2 for the focal length of the lens using the equation f2 = .
(u + v)
f2 = .......................................................... [1]
(c) Calculate the average value fA for the focal length of the lens. Show your working.
fA = .......................................................... [1]
Method 2
mirror
illuminated 25.0 cm
object
lens
Fig. 3.2
• Move the lens slowly towards the object until a sharply focused image is obtained close
to the object, as shown in Fig. 3.3.
illuminated image
object
Fig. 3.3
• Measure the distance f3 between the lens and the object. This is the focal length of the
lens.
f3 = ........................................................... [2]
• Place the lens a distance x = 2f3 from the illuminated object. Record the value of x.
x = ...............................................................
• Place the screen the same distance x = 2f3 from the centre of the lens. The lens
must be between the illuminated object and the screen.
• Carefully adjust the position of the screen until a sharply focused image of the object
is seen on the screen.
• Measure the distance y between the centre of the lens and the screen.
y = ................................................................
[1]
x − y = ........................................................... [1]
(f) State two precautions that should be taken in this experiment to obtain reliable results.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
BLANK PAGE
4 A student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3
container.
thermometer
250 cm3 glass beaker
250 cm3 plastic beaker
250 cm3 copper can
250 cm3 measuring cylinder
three different insulating materials
clamp, boss and stand
stopwatch.
Plan an experiment to investigate the effectiveness of the three insulating materials. You are not
required to carry out this investigation.
You should
• draw a table or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings in the table,
A diagram is not required but you may draw a diagram if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/51/M/J/16
11
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..................................................................................................................................................... [7]
[Total: 7]
© UCLES 2016 0625/51/M/J/16
12
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate
wording used to clarify the mark scheme, but the marks do not depend on seeing
the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10,
regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something
very similar.
OR / or This indicates alternative answers or words, any one of which is satisfactory for
scoring the marks.
NOT This indicates that an incorrect answer is not to be disregarded, but cancels
another otherwise correct alternative offered by the candidate, i.e. right plus
wrong penalty applies.
e.c.f. This means "error carried forward". If a candidate has made an earlier mistake
and has carried an incorrect value forward to subsequent stages of working,
marks indicated by e.c.f. may be awarded, provided the subsequent working is
correct, bearing in mind the earlier mistake. This prevents a candidate from being
penalised more than once for a particular mistake, but only applies to marks
annotated e.c.f.
Axes correctly labelled with quantity and unit, right way round and starts at origin 1
Appropriate scales 1
Reference to values and idea of difference between them being too large to be explained by experimental inaccuracy 1
(ecf allowed)
2(c) filament glows / dims, or lamp hot to touch 1
Correct diagram, with variable resistor / potentiometer in series with power supply 1
Total 11
Hot water in container (any) and takes temperatures at intervals or at start and after a fixed time
OR Hot water in container (any) and takes time for a fixed temperature fall. 1
Table or tables: Temperatures with unit ºC OR time with unit s (or min) as appropriate to method and different insulators
shown 1
OR compare results and comment that longest time to cool = best insulator or smallest drop in temperature in fixed time
= best insulator (or reverse arguments) 1
Total 7
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2016
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/SW) 107598/3
© UCLES 2016 [Turn over
2
P Q metre rule
x y
bench
(a) • The student places the load P on the metre rule at the 5.0 cm mark.
• She places the metre rule on the pivot at the 45.0 cm mark.
• She places load Q on the rule and adjusts its position so that the metre rule is as near as
possible to being balanced.
• She measures the distance x between the centre of load P and the pivot and the
distance y from the centre of load Q to the pivot.
• She repeats the procedure, placing the load P at the 10.0 cm mark, at the 15.0 cm mark,
at the 20.0 cm mark and at the 25.0 cm mark. The readings are shown in Table 1.1.
Table 1.1
x/ y/ A/ B/
40.0 42.5
35.0 36.0
30.0 30.0
25.0 24.0
20.0 17.5
(i) • For each value of x, calculate A = Px, where P = 1.00 N. Record the values in the
table. P is the weight of load P.
• For each value of y, calculate B = Qy, where Q = 0.80 N. Record the values in the
table. Q is the weight of load Q.
[1]
(b) Plot a graph of A / N cm (y-axis) against B / N cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) Using the graph, determine the vertical intercept Y (the value of A when B = 0 N cm). Show
clearly on the graph how you obtained this value.
Y = ........................................................... [1]
Y
(d) Calculate the weight W of the metre rule using the equation W = , where z = 5.0 cm.
z
W = ........................................................... [1]
(e) Suggest one practical reason why it is difficult to obtain exact results with this experiment.
...................................................................................................................................................
.............................................................................................................................................. [1]
(f) The student uses an accurate electronic balance to obtain a second value for the weight of
the metre rule.
1.24 N
weight obtained on the balance = ................................................................
State and explain whether the two values for the weight agree within the limits of experimental
accuracy.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[1]
[Total: 10]
(a) He measures the potential difference V across the heater and the current I in the heater.
5 6
3 4 7 0.4 0.6
2 8 0.2 0.8
1 9
0 V 10 0 A 1.0
Fig. 2.1
V = ................................................................
I = ................................................................
[3]
Fig. 2.2
θ = ........................................................... [1]
(c) On Fig. 2.3, draw a line and an eye to show clearly the line of sight required to read the
volume of water in the measuring cylinder.
cm3
25
20
15
10
water
5
[1]
Fig. 2.3
[Total: 5]
© UCLES 2016 0625/61/M/J/16 [Turn over
6
power
supply
2.5 V
A
resistance
d
L wire
A C B
Fig. 3.1
(a) The student places a sliding contact C on the resistance wire at a distance d = 0.200 m from
point A. He measures the current I in the circuit and the p.d. V across the lamp L.
He repeats the procedure using values for d of 0.400 m, 0.600 m and 0.800 m. The readings
are shown in Table 3.1.
(i) Calculate the resistance R of the lamp filament for each set of readings. Use the equation
V
R= . [2]
I
Table 3.1
appearance of
d/ V/ I/ R/
lamp filament
(b) The student notices that the lamp does not glow when he takes the final set of readings. He
thinks that the filament has broken.
State whether the student is correct and give a reason for your answer.
statement ..................................................................................................................................
reason .......................................................................................................................................
...................................................................................................................................................
[1]
(c) A student suggests that the resistance R of the lamp filament should be constant.
Suggest, referring to the observations, a reason why the resistance R may not be constant in
this experiment.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) (i) Name an electrical component that could be used, instead of the resistance wire AB and
sliding contact, to vary the current I.
...................................................................................................................................... [1]
(ii) Draw a diagram of the circuit including this component instead of the resistance wire and
sliding contact.
[2]
[Total: 9]
4 A student is investigating the effect of insulation on the rate of cooling of hot water in a 250 cm3
container.
thermometer
250 cm3 glass beaker
250 cm3 plastic beaker
250 cm3 copper can
250 cm3 measuring cylinder
three different insulating materials
clamp, boss and stand
stopwatch.
You should
• draw a table, or tables, with column headings, to show how you would display your readings.
You are not required to enter any readings in the table,
A diagram is not required but you may draw a diagram if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2016 0625/61/M/J/16
9
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..................................................................................................................................................... [7]
[Total: 7]
© UCLES 2016 0625/61/M/J/16 [Turn over
10
illuminated
object u v screen
lens
Fig. 5.1
(a) The student places the lens at a distance u from the illuminated object. He moves the screen
until a sharply focused image of the object is seen on the screen.
On Fig. 5.1,
• measure the distance u from the illuminated object to the centre of the lens,
u = ......................................................... mm
• measure the distance v from the screen to the centre of the lens.
v = ......................................................... mm
[1]
(i) • Calculate the actual distance U from the illuminated object to the centre of the lens.
U = ......................................................... mm
• Calculate the actual distance V from the screen to the centre of the lens.
V = ......................................................... mm
[1]
UV
(ii) Calculate a value f1 for the focal length of the lens using the equation f1 = .
(U + V )
f1 = ......................................................... mm
[2]
(c) A second student repeats the experiment three times using a different lens. His values for the
focal length of his lens are shown in Table 5.1.
Table 5.1
1 2 3
focal length /mm 132 141 135
Calculate the average value f2 for the focal length of this student’s lens.
f2 = .................................................... mm [1]
(d) A third student, using the same method, finds that the focal length f of her lens is 200 mm.
She reads in a book that when u = 2f, the distances u and v, as shown in Fig. 5.1, are equal.
2f = ......................................................... mm
The student sets up the apparatus as shown in Fig. 5.2. She adjusts both x and y to be
400 mm.
illuminated
object x y screen
Fig. 5.2
She observes that the image is blurred. The student slowly increases the distance y, and
obtains a sharply focused image when y = 406 mm.
Discuss whether the student’s results confirm the statement in the book.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest two precautions that you would take in this investigation in order to obtain reliable
results.
1. ..............................................................................................................................................
...................................................................................................................................................
2. ..............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 9]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable
effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will
be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2016
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2016 series for most Cambridge IGCSE®,
Cambridge International A and AS Level components and some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate
wording used to clarify the mark scheme, but the marks do not depend on seeing
the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10,
regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something
very similar.
OR / or This indicates alternative answers or words, any one of which is satisfactory for
scoring the marks.
NOT This indicates that an incorrect answer is not to be disregarded, but cancels
another otherwise correct alternative offered by the candidate, i.e. right plus
wrong penalty applies.
e.c.f. This means “error carried forward”. If a candidate has made an earlier mistake
and has carried an incorrect value forward to subsequent stages of working,
marks indicated by e.c.f. may be awarded, provided the subsequent working is
correct, bearing in mind the earlier mistake. This prevents a candidate from being
penalised more than once for a particular mistake, but only applies to marks
annotated e.c.f.
Good line judgement, thin, continuous, single line through the plots; with neat plots 1
1(c) Method shown on graph and Y correct to ½ small square. 1
1(d) W = 1.0–1.4. No ecf 1
1(e) Difficulty of achieving balance or other sensible suggestion 1
1(f) Expect agree; allow ecf. Explanation includes idea of close enough (or, ecf, too different) 1
Total 10
2(a) 8.2 1
0.44–0.45 1
Units V and A 1
2(b) 19(°C) 1
2(c) Perpendicular to scale and at bottom of meniscus 1
Total 5
© Cambridge International Examinations 2016
Page 4 Mark Scheme Syllabus Paper
Cambridge IGCSE – May/June 2016 0625 61
MP2 Hot water in container (any) and takes temperatures at intervals or at start and after a fixed time 1
OR Hot water in container (any) and takes time for a fixed temperature fall.
MP6 Table or tables as appropriate to method: Temperatures with unit °C and time with unit s (or min) and different 1
insulators shown
OR compare results and comment that longest time to cool = best insulator or smallest drop in temperature in fixed time
= best insulator (or reverse arguments)
Total 7
5(a) u = 50, v = 21 1
5(b)(i) U = 500, V = 210 ecf from (a) 1
5(b)(ii) f1 = 148 or 150 or 147.9 (mm) ecf from (i) 1
2 or 3 significant figures 1
5(c) f2 136 (mm) c.a.o. 1
5(d) Yes / statement is correct, owtte 1
(6 mm) difference is very small / within limits of experimental error / Difference explained by uncertainty in her focal length 1
measurement
5(e) Any two from:
Use of darkened room / brighter lamp
Mark position of centre of lens on holder
Place metre rule on bench (or clamp in position)
Ensure object and (centre of) lens are same height
(from the bench)
Object and lens and screen perpendicular to bench
Move screen (slowly) back and forth to obtain best image (owtte)
Ensure rule is touching object / lens / holder / screen or look perpendicular to ruler 2
Total 9
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 B 1
3 C 1
4 A 1
5 C 1
6 C 1
7 D 1
8 A 1
9 D 1
10 C 1
11 A 1
12 D 1
13 A 1
14 A 1
15 A 1
16 D 1
17 A 1
18 D 1
19 A 1
20 D 1
21 D 1
22 D 1
23 C 1
24 A 1
25 A 1
26 D 1
27 D 1
28 C 1
29 A 1
30 B 1
31 D 1
32 B 1
33 C 1
34 C 1
35 A 1
36 D 1
37 B 1
38 A 1
39 D 1
40 A 1
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2017
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8388841185*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB17 06_0625_21_VI_LIL/FP
© UCLES 2017 [Turn over
2
1 What is the most accurate and precise method to measure the thickness of a coin?
0m ball
0.5 m
1.0 m
1.5 m
2.0 m
A 5.0 m / s2 B 10 m / s2 C 15 m / s2 D 20 m / s2
4 A piece of steel is taken from the Earth to the Moon for an experiment. The gravitational field
strength on the Moon is smaller than on the Earth.
5 A measuring cylinder containing only water is placed on an electronic balance. A small, irregularly
shaped stone is now completely immersed in the water.
The diagrams show the equipment before and after the stone is immersed.
balance
g g
6 A boat is travelling at a steady speed in a straight line across the surface of a lake.
A sudden gust of wind exerts a horizontal force of 0.5 N on the ball from the left.
Which diagram shows the resultant force on the ball while the wind is blowing?
A B
ball 0.5 N ball 0.5 N
C D
1.2 N
1.2 N resultant
force
ball 0.5 N
8 The diagram shows a uniform bridge, 4.0 m long and weighing 10 000 N.
The bridge is pivoted at one end. A force at the other end gradually increases until the bridge
begins to lift.
lifting
bridge force
pivot
4.0 m
9 A bullet of mass 0.10 kg travels horizontally at a speed of 600 m / s. It strikes a stationary wooden
block of mass 1.90 kg resting on a frictionless, horizontal surface.
What is the speed of the bullet and the block immediately after the impact?
A 30 m / s B 32 m / s C 60 m / s D 134 m / s
10 A box of mass m slides down a slope of length l and vertical height d against a frictional force F.
mass m
stop
As the box slides down the slope, it loses gravitational potential energy and it does work against
the friction.
Which row gives the loss in gravitational potential energy and the work done against friction?
A mgd Fl
B mgd Fd
C mgl Fl
D mgl Fd
useful
input output energy
energy
wasted
output energy
A B
lifting
pushing through
through 1 m
1 m against a
frictional force of 4 N
1 kg 1 kg
C D
lifting
pulling through
through 2 m
2 m against a
frictional force of 2 N
2 kg 2 kg
The diagrams show the depth and the density of liquid in each container.
A B C D
40 cm
30 cm
20 cm
10 cm
14 Brownian motion is observed when using a microscope to look at smoke particles in air.
15 Gas molecules striking a container wall cause a pressure to be exerted on the wall.
16 Equal masses of two different liquids are put into identical beakers.
Liquid 1 is heated for 100 s and liquid 2 is heated for 200 s by heaters of the same power.
different liquids
of same mass
liquid 1 liquid 2
17 Water of mass 100 g at a temperature of 100 °C is converted into steam at 100 °C. The specific
latent heat of vaporisation of water is 2300 J / g.
18 A copper bar and a wooden bar are joined. A piece of paper is wrapped tightly around the join.
The bar is heated strongly at the centre for a short time, and the paper goes brown on one side
only.
heat
Which side goes brown, and what does this show about wood and copper?
A B
barrier barrier
wavelength
wavelength 2.0 cm
1.0 cm
C D
barrier barrier
wavelength
wavelength 2.0 cm
1.0 cm
21 Which diagram shows what happens when a ray of white light passes through a prism?
A B
spectrum
white white
light light
spectrum
C D
spectrum
white white
light light spectrum
22 Light travels in a vacuum and then enters a glass block. The speed of the light in the glass block
is 2.0 × 108 m / s.
D The speed in the glass is 1.0 × 108 times the speed in a vacuum.
23 A fire alarm is not loud enough and the pitch is too low. An engineer adjusts the alarm so that it
produces a louder note of a higher pitch.
What effect does this have on the amplitude and on the frequency of the sound?
amplitude frequency
A larger greater
B larger smaller
C smaller greater
D smaller smaller
24 In a child’s toy, metal fish are lifted out of a toy pond using a metal rod. The fish are magnetically
attracted to the end of the rod. There is no magnetic force between the fish themselves.
metal rod
toy pond
metal fish
What are possible materials from which the fish and the rod are made?
fish rod
A placing the magnet in a solenoid carrying a large alternating current and gradually
decreasing the current
B placing the magnet in a solenoid carrying a large direct current and gradually decreasing the
current
C placing the magnet in a solenoid that produces a magnetic field in the opposite direction to
the magnet
D placing the magnet next to an identical bar magnet with its poles in the opposite direction
26 A magnet near a coil of wire is attracted to the coil only when there is a current in the coil.
A charge
B current
C electromotive force
D power
29 A cylinder of conducting putty has length l, diameter d and resistance R. The putty is now
moulded into a cylinder of diameter 2d that has the same volume.
R d
A 2 B 4 C 8 D 16
30 The average current during a lightning strike between a cloud and the ground is 1.5 × 104 A.
The lightning releases 3.0 × 108 J of energy and lasts for 2.0 × 10–4 s.
What is the average electromotive force (e.m.f.) between the cloud and the ground?
R
T V
12 V
What happens to the reading on the voltmeter as the sliding terminal T is moved from R to S?
A It decreases from 12 V to 0 V.
B It increases from 0 V to 12 V.
C It remains at 0 V.
D It remains at 12 V.
32 The circuit diagram shows a circuit with an a.c. supply, a diode and a resistor.
Which diagram shows how the current I in the resistor varies with time t ?
A B
I I
0 0
0 t 0 t
C D
I I
0 0
0 t 0 t
33 A light-dependent resistor (LDR) and a resistor R are connected in a series circuit. Light falls on
the LDR.
What happens to the resistance of the LDR and what happens to the reading on the ammeter?
resistance reading on
of LDR ammeter
A decreases decreases
B decreases increases
C increases decreases
D increases increases
P
R
Q
P Q
A 0 0
B 0 1
C 1 0
D 1 1
35 A simple d.c. electric motor is fitted with a coil that rotates in a magnetic field. A commutator
connects the power supply to the coil.
C It reverses the direction of the current in the coil after every 180° rotation of the coil.
D It switches the current off momentarily after every 90° rotation of the coil.
37 Which row gives the relative charge of an electron, a neutron and a proton?
A –1 0 –1
B –1 0 +1
C +1 –1 0
D +1 0 +1
A radioactive isotope with a half-life of 2.0 days is brought near to the detector. The reading on
the detector increases to 100 counts / minute.
How long does it take for the reading on the detector to decrease to 40 counts / minute?
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 B 1
3 B 1
4 C 1
5 C 1
6 D 1
7 C 1
8 B 1
9 A 1
10 A 1
11 C 1
12 C 1
13 C 1
14 A 1
15 B 1
16 D 1
17 C 1
18 D 1
19 B 1
20 D 1
21 D 1
22 A 1
23 A 1
24 D 1
25 A 1
26 C 1
27 C 1
28 A 1
29 D 1
30 C 1
31 B 1
32 B 1
33 C 1
34 D 1
35 C 1
36 D 1
37 B 1
38 B 1
39 A 1
40 B 1
PHYSICS 0625/31
Paper 3 Theory (Core) May/June 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/JG) 148052/5 R
© UCLES 2017 [Turn over
2
1 A pipe drips water into an empty glass jar. A student takes measurements to find how fast the
water is rising up the jar. Fig. 1.1 shows the arrangement.
pipe
water drip
glass jar
water
Fig. 1.1
(a) The student measures the depth of the water every minute.
1. ..............................................................................................................................................
2. ..............................................................................................................................................
[2]
(b) The student records her observations in a table. She then plots a graph using the axes shown
in Fig. 1.2.
0
0
Fig. 1.2
(i) On Fig. 1.2, label both axes with title and unit. [2]
(ii) The water rises up the jar at a constant rate.
Draw a line on Fig. 1.2 to show the student’s graph. Start the line from the time when the
jar is empty. [2]
(c) A puddle of water forms on the ground. The average depth of the water is 2.5 mm.
[Total: 8]
2 Three racing cars, A, B and C, all accelerate steadily and then continue at a constant speed.
Fig. 2.1 gives information about the movement of car A and car B at the start of the race.
40
speed
m/s A
30
B
20
10
0
0 10 20 30 40
time / s
Fig. 2.1
.............................................................................................................................................. [1]
(c) Car C has a greater acceleration than car A, but it reaches a lower constant speed than car B.
[Total: 6]
branch
2.5 m
P rope
tyre
Fig. 3.1
(b) The weight of the tyre exerts a moment on the branch, about point P where the branch joins
the tree.
...................................................................................................................................... [1]
(ii) A child sits on the tyre. The weight of the child and tyre together is 425 N. Calculate the
moment of this force about point P. Use information given in Fig. 3.1. Include the unit.
(iii) A heavier child wants to sit on the tyre. Describe how the tyre position should be adjusted
so that the moment is the same as in (b)(ii).
...................................................................................................................................... [1]
[Total: 8]
reservoir B
reservoir A reservoir C
pipeline
pumping pipeline
station hydroelectric
city station
Fig. 4.1
State the terms used to describe the energy stored in the reservoirs.
.............................................................................................................................................. [1]
(b) Describe how the energy stored in reservoir C becomes useful energy for the city at the
hydroelectric station.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(c) Some of the stored energy is wasted. Explain what happens to this energy.
...................................................................................................................................................
.............................................................................................................................................. [2]
(d) Water from reservoirs A and B may flow into reservoir C. It is more efficient to fill reservoir C
using water from reservoir B only.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 7]
© UCLES 2017 0625/31/M/J/17
7
5 A laboratory floor has a surface that prevents people from slipping when the floor is wet.
.............................................................................................................................................. [1]
(b) A stool has a round non-slip pad fitted to the bottom of each leg.
(i) The stool has four legs. The area of each pad is 3 cm2. The weight of the stool is 75 N.
A student sits on the stool. The weight of the student is 525 N.
Calculate the pressure acting on the floor due to the student and the stool.
(ii) The legs of the stool are made of hollow metal tubes. Fig. 5.1 shows the bottom of a
stool leg with and without a pad.
metal tube
Fig. 5.1
Explain why a stool leg without a pad does more damage to the floor.
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 8]
Fig. 6.1
Describe what happens to the arrangement, separation and motion of the atoms as the metal
changes from hot liquid to cool solid.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) The workers cool their tools in water. They spill some water onto the floor but later the floor is
dry.
Explain what happens to the water. State the name of the process.
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
process .....................................................................................................................................
[3]
[Total: 6]
(a) Fig. 7.1 shows labels for parts of the electromagnetic spectrum, in order.
Fig. 7.1
.............................................................................................................................................. [1]
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 4]
I
131
53
...................................................................................................................................................
.............................................................................................................................................. [1]
32 000
count rate
counts / minute 28 000
24 000
20 000
16 000
12 000
8000
4000
0
0 4 8 12 16 20 24 28 32 36 40
time / days
Fig. 8.1
Use information from Fig. 8.1 to determine the half-life of iodine-131. Show clearly how you
used the graph.
[Total: 7]
9 Fig. 9.1 shows the position of a man working in a rock quarry. A single explosion is used to break
part of one rock face.
170 m
430 m
Fig. 9.1
(a) Explain why the man sees the flash of the explosion before he hears the bang.
...................................................................................................................................................
.............................................................................................................................................. [1]
(b) The man hears a second bang shortly after the first bang.
...................................................................................................................................... [1]
(ii) State how the second bang compares with the first bang in terms of its amplitude and
speed.
amplitude ...........................................................................................................................
speed ................................................................................................................................
[2]
(c) The man stands 170 m from the back rock face. The time between hearing the first bang and
hearing the second bang is 1.0 s.
Use the information in Fig. 9.1 to determine the speed of sound in the quarry.
[Total: 7]
strong magnet
small magnet
string
bench
Fig. 10. 1
The strong magnet has a pole on its top surface and a pole on its bottom surface. The strong
magnet is placed above a small magnet that is connected to a bench by a string.
(a) (i) Explain why the small magnet is in the position shown in Fig. 10.1.
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) The strong magnet is turned so that the opposite surface is now facing the small magnet.
State and explain what happens, if anything.
...................................................................................................................................... [1]
(b) (i) Describe a method for magnetising an iron pin using a permanent magnet.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
(ii) Explain how you would identify the poles of the magnet made in (b)(i).
...........................................................................................................................................
...................................................................................................................................... [2]
[Total: 7]
11 Fig. 11.1 shows a power supply in series with a resistance wire and a switch.
power supply
Fig. 11.1
(a) When the switch is closed, energy is transferred from the power supply. Explain what happens
to this energy.
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) A student wants to determine the resistance of the wire. He adds components to the circuit
shown in Fig. 11.1.
(i) He measures the current in the circuit. State the name of the component that he uses.
...................................................................................................................................... [1]
(ii) The student measures the potential difference (p.d.) across the resistance wire.
On Fig. 11.1, draw the correct symbol for the component he uses and show how he
connects it. [2]
(iii) Fig. 11.2 shows the symbol for another component that the student adds to the circuit.
Fig. 11.2
name .................................................................................................................................
function ..............................................................................................................................
...........................................................................................................................................
[2]
[Total: 7]
(a) Describe how to demonstrate electromagnetic induction using a magnet, a coil of wire and a
sensitive ammeter. You may include a diagram.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
(b) State two factors that affect the size of an induced electromotive force (e.m.f.)
1. ...............................................................................................................................................
2. .......................................................................................................................................... [2]
[Total: 5]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory May/June 2017
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(a) rule(r) B1
(stop) watch/clock B1
Total: 8
2(a) 35 m / s B1
0.5 × 15 × 25 C1
187.5 (m) A1
Total: 6
3(a) W = m × g OR 15 × 10 C1
150 (N) A1
425 × 2.5 C1
1062.5 OR 1063 A1
Nm B1
Total: 8
4(d) shorter (travelling) distance/water in B higher than A/water from A has to be pumped (up to C) owtte B1
Total: 7
5(a) friction B1
P = F ÷ A in any form C1
600 ÷ 12 C1
50 (N / cm2) A1
5(b)(ii) less (surface) area (in contact with the ground) owtte B1
Total: 8
evaporation B1
Total: 6
X-rays B1
Total: 4
8(a) 78 B1
clear indication of use of graph, expect two vertical lines or two clear indications on axes using their values C1
8 days (± 1 day) A1
8(d) 2 half-lives C1
240 hours A1
Total: 7
9(b)(i) echo B1
340 (m / s) A1
Total: 7
10(b)(i) magnet stroked along pin/stroked in same direction by magnet/pin stroked using same pole of magnet B1
Total: 7
11(a) thermal B1
11(b)(i) ammeter B1
Total: 7
strength of magnet
Total: 5
PHYSICS 0625/41
Paper 4 Theory (Extended) May/June 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/JG) 129077/7
© UCLES 2017 [Turn over
2
12
speed
m/s
10
0
0.0 2.0 4.0 6.0 8.0 10.0 12.0
time t / s
Fig. 1.1
...............................................................................................................................................[1]
distance = ...........................................................[2]
deceleration = ...........................................................[2]
(c) (i) State what happens to the size of the deceleration after time t = 6.0 s.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) State what happens to the resultant force on the skater after time t = 6.0 s.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 7]
(a) His boot is in contact with the ball for 0.050 s. The average resultant force on the ball during
this time is 180 N. The ball leaves his foot at 20 m / s.
Calculate
impulse = ...........................................................[2]
mass = ...........................................................[2]
(iii) the height to which the ball rises. Ignore air resistance.
height = ...........................................................[3]
(b) While the boot is in contact with the ball, the ball is no longer spherical.
State the word used to describe the energy stored in the ball.
...............................................................................................................................................[1]
[Total: 8]
3 Fig. 3.1 shows remote sensing equipment on the surface of a distant planet.
Fig. 3.1
(a) The mass of the equipment is 350 kg. The acceleration of free fall on the surface of this planet
is 7.5 m / s2.
...........................................................................................................................................
.......................................................................................................................................[1]
weight = ...........................................................[2]
(b) The equipment releases a balloon from a point that is a small distance above the surface
of the planet. The atmosphere at the surface of this planet has a density of 0.35 kg / m3. The
inflated balloon has a mass of 80 g and a volume of 0.30 m3.
Make an appropriate calculation and then predict and explain the direction of any motion of
the balloon. Show your working.
prediction ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[4]
[Total: 7]
4 (a) A 240 V, 60 W lamp is connected to a 240 V supply. The lamp has a constant temperature.
State
(i) the rate at which the lamp transfers energy to the surroundings,
rate = ...........................................................[1]
(ii) the names of the thermal processes by which the lamp transfers energy to the
surroundings.
...........................................................................................................................................
.......................................................................................................................................[1]
(b) Fig. 4.1 shows a thick copper block that has been heated to 400 °C. One side of the block is
dull black. The other side of the block is polished and shiny.
thermometer A thermometer B
copper block
Fig. 4.1
(i) In Experiment 1, the thermometer bulbs are both painted black. They are placed at equal
distances from the surfaces of the block. The maximum temperature shown by each
thermometer is recorded.
Explain any difference between the maximum temperature shown by the two
thermometers.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) In Experiment 2, the thermometer bulbs are both shiny silver-coloured. They are placed
at the same distances from the surfaces of the block as in Experiment 1.
State and explain any differences that are observed in the maximum temperatures
shown by the thermometers in Experiments 1 and 2.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
Fig. 4.2
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
metal cylinder
piston
gas
Fig. 5.1
(a) The position of the piston is fixed. The cylinder is moved from a cold room to a warm room.
Explain, in terms of molecules, what happens to the pressure of the gas in the cylinder.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) The piston is now released. It moves to the right and finally stops.
Explain these observations in terms of the pressure and the volume of the gas in the cylinder.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
State what happens to the ray when the angle of incidence of the ray is
.......................................................................................................................................[1]
.......................................................................................................................................[1]
(b) Fig. 6.1 shows a ray of light incident on a glass block at A. The critical angle of the glass
is 41°.
air
B
30°
ray of light
glass block
(i) On Fig. 6.1, without calculation, continue the ray from point B until it leaves the glass
block. [2]
[Total: 6]
...................................................................................................................................................
...............................................................................................................................................[1]
(b) The sound wave travels in air towards a barrier with a small gap at its centre. Fig. 7.1
represents the compressions of the wave travelling towards the barrier.
gap barrier
direction
of travel
compression barrier
Fig. 7.1
.......................................................................................................................................[1]
(ii) The width of the gap is smaller than the wavelength λ of the wave.
On Fig. 7.1, draw the pattern of the compressions after the sound wave has passed
through the gap. [2]
Describe how this affects the pattern of the compressions after the sound wave has
passed through the gap.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[1]
(c) The frequency of the sound wave is 6800 Hz. The speed of sound in air is 340 m / s.
wavelength = ...........................................................[2]
.......................................................................................................................................[1]
[Total: 8]
...............................................................................................................................................[1]
(b) Fig. 8.1 shows the bar magnet being inserted into a coil of wire. The N-pole and the S-pole of
the bar magnet are marked.
movement coil
of magnet
S N
Fig. 8.1
(i) Explain why the galvanometer deflects as the bar magnet is being inserted into the coil.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) Explain what determines the direction of the reading on the galvanometer.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
9 (a) The resistance of a circuit component varies with the brightness of the light falling on its
surface.
.......................................................................................................................................[1]
[1]
(b) Fig. 9.1 shows a 6.0 V battery connected in series with a 1.2 kΩ resistor and a thermistor.
1.2 kΩ
6.0 V
Fig. 9.1
(ii) The battery connected to the circuit in Fig. 9.1 is not changed.
Suggest a change that would cause the reading of the voltmeter to decrease.
.......................................................................................................................................[1]
[Total: 7]
© UCLES 2017 0625/41/M/J/17 [Turn over
14
10 (a) Describe the movement of charge that causes an object to become positively charged.
...............................................................................................................................................[1]
(b) Fig. 10.1 shows a negatively charged rod held over an uncharged metal sphere.
negatively
charged rod
– – – – – – – – –
insulating support
Fig. 10.1
(i) On Fig. 10.1, add + and – signs to represent the results of the movement of charge
within the sphere. [2]
(ii) Describe the actions that must be taken to obtain an even distribution of positive charge
on the surface of the sphere.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 5]
11 (a) A radioactive source is tested over a number of hours with a radiation detector. The readings
are shown in Table 11.1.
Table 11.1
time / hours 0 1 2 3 4 5 6 7 8 9 10
detector reading / (counts / s) 324 96 39 23 21 17 21 20 19 20 18
Use the readings to suggest a value for the background count rate during the test, and to
determine the half-life of the sample.
(b) Hydrogen-3 (tritium) has one proton and two neutrons. The nucleon number of tritium is three.
It decays by emitting a β-particle.
Complete the nuclide equation to show this decay. The symbol X represents the nuclide
produced by this decay.
(c) The arrows in Fig. 11.1 show the paths of three α-particles moving towards gold nuclei in a
thin foil.
gold nucleus
gold nucleus
gold nucleus
Fig. 11.1
[Total: 10]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory May/June 2017
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
24 m A1
1(b)(ii) (a =) ∆v / ∆t OR (v – u) / t OR (5 – 11) / (6 – 3) C1
2.0 m / s2 A1
Total: 7
9.0 Ns OR 9.0 kg m / s A1
2(a)(ii) Ft = m(v – u) OR Ft = mv – mu OR Ft = mv C1
OR (m =) Ft / v OR 9.0 / 20
0.45 kg A1
(h =) 202 / (2 × 10) C1
20 m A1
OR (C1)
t = v / g = 2
20 m (A1)
Total: 8
2600 N A1
Balloon moves/floats up B1
110 g (A1)
(Floats when) mass/weight of balloon less than mass/weight of atmosphere (of same volume as balloon) (B1)
(Sinks when) mass/weight of balloon greater than mass/weight of atmosphere (of same volume as balloon)
Total: 7
4(a)(i) 60 W B1
4(b)(ii) (Compared with black bulb thermometer) readings rise more slowly OR readings are low(er) B1
Total: 8
Molecules (of gas) move faster/their kinetic energy increases/their momentum increases B1
5(b) Pressure (of gas) falls and volume (of gas) increases B1
Total: 6
6(a)(i) (Ray passes into the air and) refracts / changes direction / bends B1
6(b)(i) Total internal reflection at B with angle of incidence equal to angle of reflection (by eye) B1
Refraction into air at right-hand face with angle of refraction greater than angle of incidence B1
1.5 A1
Total: 6
0.050 m A1
Total: 8
8(a) Steel/aluminium/nickel/cobalt/alnico/neodymium/ferrite/alcomax B1
8(b)(i) Mention of magnetic field or magnetic flux OR field created by bar magnet B1
e.m.f. induced B1
OR (M1)
Heat the magnet
OR (M1)
Place magnet in coil carrying A.C.
Remove magnet from coil OR decrease the current (slowly) to zero (A1)
Total: 8
9(a)(ii) B1
9(b)(i) I = V/R C1
(V =) 4.0 V A1
OR (C1)
(V1 )= [R1 / (R1 + R2)] V
= 4.0 V (A1)
Total: 7
OR (B1)
Excess of plus signs over minus signs in top half of sphere
Equal excess of minus signs over plus signs in bottom half of sphere (B1)
Total: 5
(half-life =) ½ hour A1
11(b) 3 B1
1 H on LHS of an equation
0 B1
-1 β on RHS of equation
3 0 3 B1
Equation all correct: 1 H = -1 β + 2 X
Middle: path to the right and deflected down (ending in a straight line) B1
Total: 10
PHYSICS 0625/51
Paper 5 Practical Test May/June 2017
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 3 0 8 1 4 7 1 1 9 9 *
If you have any queries regarding these Confidential Instructions, please contact Cambridge stating the Centre
number, the nature of the query and the syllabus number quoted above.
e-mail info@cie.org.uk
phone +44 1223 553554
fax +44 1223 553558
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/FC) 126915/5
© UCLES 2017 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. The teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Supervisor’s Report printed on pages 7 and 8) a
brief description of the apparatus supplied, mentioning any points that are likely to be of importance
to the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Confidential Instructions. If a candidate breaks any of the apparatus, or loses any of
the material supplied, the matter should be rectified and a note made in the Supervisor’s Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested that
candidates spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on
question 4.
Assistance to candidates
The purpose of the Practical Physics Test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to a candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
Question 1
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(iv) Masses of 100 g, 200 g, 300 g, 400 g and 500 g, with labels. See note 4.
(v) Set-square.
Notes
1. An expendable steel spring is suitable, for example a 2 cm long spring with diameter 15 mm
(see www.philipharris.co.uk). The spring must be able to take a load of at least 5 N without
overstretching. Spare springs should be available.
2. The metre rule is to be held vertically, using a clamp, with the 100 cm end in contact with the
bench.
3. The apparatus is to be set up for the candidates as shown in Fig. 1.1. The spring is to be sufficiently
high above the laboratory bench that, when the 5 N load is hung on the spring, the bottom of the
load is about 10 cm above the surface of the bench.
metre rule
clamp
boss
spring
stand
bench
Fig. 1.1
4. Four 100 g slotted masses with a 100 g mass hanger, each labelled 1.0 N, is ideal. If these are not
available, a light hook must be provided so that the masses, labelled 1.0 N, 2.0 N, 3.0 N, 4.0 N and
5.0 N, can be hung from the spring.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(iv) Stopclock or stopwatch or wall-mounted clock showing seconds. The question will refer to a
stopclock.
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The water should be
maintained at a temperature as hot as is reasonably and safely possible. Each candidate will
require about 250 cm3 of hot water.
2. Candidates should be warned of the dangers of burns or scalds when using very hot water.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 paper (per candidate) with a hole in one corner so that it can be tied into the
Question Paper.
(vii) String or treasury tag (per candidate) to tie the ray-trace sheet ((i) above) into the Question
Paper.
Notes
Action at changeover
Supply a sheet of plain A4 paper (as in (i) above) and string or a treasury tag (as in (vii) above).
Question 4
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
SUPERVISOR’S REPORT
General
The Supervisor is required to give details of any difficulties experienced by particular candidates, giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
SIGNED ......................................................
Supervisor
PHYSICS 0625/51
Paper 5 Practical Test May/June 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/FC) 126913/6
© UCLES 2017 [Turn over
2
metre rule
clamp
boss
spring
stand
bench
(a) • Do not remove the spring from the clamp. Use the metre rule to measure the length l0 of
the coiled part of the spring.
Record l0, in Table 1.1 at load L = 0.0 N.
(b) • Place a load L = 1.0 N on the spring. Record, in Table 1.1, the length l of the coiled part
of the spring.
• Repeat this procedure using loads L = 2.0 N, 3.0 N, 4.0 N and 5.0 N.
Table 1.1
(c) Describe one precaution that you took in order to obtain reliable readings.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/51/M/J/17
3
[4]
(e) A student suggests that the length l of the spring is directly proportional to the load L.
State whether your readings support this suggestion. Justify your answer by reference to the
graph line.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
(f) Use your results to predict the load L that would give a length l twice the value of l0.
Show clearly how you obtained your answer.
load L = ...........................................................[2]
[Total: 11]
© UCLES 2017 0625/51/M/J/17 [Turn over
4
θR = ...........................................................[1]
(b) • Pour 200 cm3 of hot water into the beaker. Place the thermometer in the beaker.
• Measure the temperature θ of the hot water in the beaker. Record this temperature in
Table 2.1 at time t = 0 s.
• After 180 s, measure the temperature θ shown on the thermometer. Record the time and
temperature in the table.
• After a total of 360 s, measure the temperature θ shown on the thermometer. Record the
time and temperature in the table.
Table 2.1
t /s θ / °C
0
[4]
(c) (i) • Calculate the temperature fall Δθ1 during the first 180 s.
Δθ1 = ...............................................................
Δθ2 = ...............................................................
[1]
(ii) Suggest why Δθ1 is different from Δθ2.
...........................................................................................................................................
.......................................................................................................................................[1]
(d) Suggest two changes that you could make to the procedure to obtain a larger difference
between the values of Δθ1 and Δθ2.
1. ............................................................................................................................................
2. ............................................................................................................................................
[2]
(e) Fig. 2.1 shows a measuring cylinder. A, B, C and D are four possible lines of sight that could
be used to read the volume of the water.
cm3
100
90
80
70
D
60
A
B
C 50
40
30
water
20
10
Fig. 2.1
Give two reasons why B should be used to obtain the most accurate reading.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 11]
3 In this experiment, you will investigate the refraction of light passing through a transparent block.
Carry out the following instructions, using the separate ray-trace sheet provided. You may refer to
Fig. 3.1 for guidance.
hole
F
N
A B
E
M
D C
ray-trace
sheet
eye
Fig. 3.1
(a) • Place the transparent block, largest face down, on the ray-trace sheet supplied. The
block should be approximately in the middle of the paper. Draw the outline of the block
ABCD.
• Remove the block and draw a normal NL at the centre of side AB. Label the point E
where the normal crosses AB. Label the point M where the normal crosses CD.
• Draw a line FE, to the left of the normal and at an angle of incidence i = 30° to the
normal, as shown in Fig. 3.1.
• Place two pins P1 and P2 on the line FE placing one pin close to point E. Label the
positions of P1 and P2.
• Replace the block and observe the images of P1 and P2 through side CD of the block
so that the images of P1 and P2 appear one behind the other. Place two pins P3 and P4
between your eye and the block so that P3 and P4, and the images of P1 and P2 seen
through the block, appear one behind the other. Label the positions of P3 and P4.
• Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal
NL and label this point K. [4]
(b) • Measure and record the angle α between the line joining the positions of P3 and P4 and
the line KL.
α = ...............................................................
x = ...............................................................
[2]
(c) Repeat steps (a) and (b) with the angle of incidence i = 50°.
α = ...............................................................
x = ...............................................................
[2]
(d) A student suggests that the angle α should always be equal to the angle of incidence i.
State whether your results support this suggestion. Justify your answer by reference to the
readings.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
[2]
(e) Suggest one precaution that you should take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
Tie your ray-trace sheet into this Question Paper between pages 6 and 7.
4 A student is investigating whether the resistance of a wire depends on the material from which the
wire is made.
V
Resistance R is given by the equation R = .
I
ammeter
voltmeter
power supply (0–3 V)
micrometer screw gauge
variable resistor
switch
connecting leads
wires made of different materials.
Plan an experiment to investigate whether the resistance of a wire depends on the material from
which the wire is made. You are not required to carry out this investigation.
You should:
• draw a diagram of the circuit you would use to determine the resistance of each wire
• explain briefly how you would carry out the investigation, including the measurements you
would take
• draw a suitable table, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table).
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(d) Graph:
Suitable scales 1
Total: 11
Temperatures decreasing 1
2(c)(ii) Starting temperature closer to room temperature in the second case (or further from room temperature in the first case) 1
Perpendicular to reading 1
Total: 11
3(a) Ray-Trace:
x correct to 2 mm 1
Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy 1
Total: 11
4 MP1 Diagram showing power supply, ammeter, voltmeter and resistance wire correctly connected (variable resistor 1
optional)
MP2 Correct symbols for ammeter and voltmeter. Variable resistor symbol correct if included. 1
MP3 Measure potential difference (voltage) and current and calculate resistance. 1
MP7 Table with columns for type of wire, voltage, current, resistance with correct units (V, A and Ω) 1
Total: 7
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2017
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/FC) 126914/7
© UCLES 2017 [Turn over
2
metre rule
clamp
boss
spring l0
stand
X
bench
Fig. 1.1
...........................................................................................................................................
.......................................................................................................................................[1]
(b) A student hangs a 1.0 N load on the spring. He records the new length l of the spring.
He repeats the procedure using loads of 2.0 N, 3.0 N, 4.0 N and 5.0 N. The readings are shown
in Table 1.1.
Table 1.1
l / mm 17 20 21 23 25
Describe one precaution that you would take in order to obtain reliable readings.
...................................................................................................................................................
...............................................................................................................................................[1]
© UCLES 2017 0625/61/M/J/17
3
[4]
(d) A student suggests that the length l of the spring is directly proportional to the load L.
State whether your readings support this suggestion. Justify your answer by reference to the
graph line.
...................................................................................................................................................
...............................................................................................................................................[1]
(e) Use the results to predict the load L that would give a length l twice the value of l0.
Show clearly how you obtained your answer.
load L = ...........................................................[2]
[Total: 10]
© UCLES 2017 0625/61/M/J/17 [Turn over
4
2 The class is investigating the refraction of light passing through a transparent block. A student is
using optics pins to trace the paths of rays of light.
A B
D C
P3
P4
ray-trace
sheet eye
Fig. 2.1
(a) • On Fig. 2.1, draw a normal at the centre of side AB. Label this line NL. Label the point E
where the normal crosses AB. Label the point M where the normal crosses CD.
• Draw a line above AB to the left of the normal and at an angle of incidence i = 30° to the
normal. Label this line FE.
• Label the positions of two pins P1 and P2 placed a suitable distance apart on FE for
accurate ray tracing. [2]
(b) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other. He places two pins P3 and P4 between his
eye and the block so that P3 and P4, and the images of P1 and P2 seen through the block,
appear one behind the other. The positions of P3 and P4 are marked on Fig. 2.1.
Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal.
Label this point K. [1]
(c) • Measure and record the angle α between the line joining the positions of P3 and P4 and
the line KM.
α = ...............................................................
x = ...............................................................
[2]
(d) The student repeats the procedure with the angle of incidence i = 50°.
His readings for α and x are shown.
52°
α = ...............................................................
19 mm
x = ...............................................................
A student suggests that the angle α should always be equal to the angle of incidence i.
State whether the results support this suggestion. Justify your answer by reference to the
values of α for i = 30° and i = 50°.
statement ..................................................................................................................................
justification ................................................................................................................................
[2]
(e) Suggest one precaution that you would take with this experiment to obtain reliable results.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 8]
thermometer
water
beaker
Fig. 3.1
(a) The thermometer in Fig. 3.2 shows the room temperature θR at the beginning of the
experiment.
Record θR.
Fig. 3.2
θR = ...........................................................[1]
(b) • A student pours 200 cm3 of hot water into the beaker.
• After 360 s, she measures the temperature θ of the hot water again.
Table 3.1
t/s θ / °C
0 85
180 74
360 66
(i) • Calculate the temperature fall Δθ1 during the first 180 s.
Δθ1 = ...............................................................
Δθ2 = ...........................................................[1]
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Another student plans to investigate the factors affecting the difference between the values of
Δθ1 and Δθ2 .
Suggest two changes that he could make to the procedure to obtain a larger value of this
difference.
1. ............................................................................................................................................
2. ............................................................................................................................................
[2]
(d) The volume of water used in this experiment is measured using a measuring cylinder.
Fig. 3.3 shows a measuring cylinder.
A, B, C and D are four possible lines of sight that could be used to read the volume of the
water.
cm3
100
90
80
70
D
60
A
B
C 50
40
30
water
20
10
Fig. 3.3
Give two reasons why B should be used to obtain the most accurate reading.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 7]
clamp
metre rule
bob
set square
Fig. 4.1
(a) (i) On Fig. 4.1, show clearly the length l of the pendulum. [1]
(ii) Use Fig. 4.2 to explain how you would measure the length l accurately. You may draw on
the diagram.
clamp
bob
Fig. 4.2
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(b) A student determines the period T of the pendulum. The period is the time taken for one
complete oscillation. The student measures the time t for 20 oscillations.
Fig. 4.3
T = ...........................................................[1]
(ii) Explain how measuring the time for 20 oscillations rather than one oscillation helps the
student to obtain a more reliable value for the period.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(c) The student wants to determine a value for the acceleration of free fall from his results.
He needs the value of T 2 to do this.
Calculate T 2.
Give your answer to a suitable number of significant figures and include the unit.
T 2 = .......................................................... [2]
[Total: 8]
5 A student is investigating whether the resistance of a wire depends on the material from which the
wire is made.
V
Resistance R is given by the equation R =
I.
ammeter
voltmeter
micrometer screw gauge
power supply (0–3 V)
variable resistor
switch
connecting leads
wires of different materials.
Plan an experiment to investigate whether the resistance of a wire depends on the material from
which it is made.
You should:
• draw a diagram of the circuit you would use to determine the resistance of each wire
• explain briefly how you would carry out the investigation, including the measurements you
would take
• draw a suitable table, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table).
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2017 series for most Cambridge IGCSE®,
Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(a)(i) 15 1
1(c) Graph:
Suitable scales 1
L in range 7.2–7.8 1
Total: 10
x in range 20–24 (mm) 1
Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy 1
Total: 8
3(b)(i) 11 AND 8 1
3(b)(ii) Starting temperature closer to room temperature in the second case (or further from room temperature in the first case) 1
Total: 7
4(b)(i) 1.01(1) 1
unit s2 1
Total: 8
5 MP1 Diagram showing power supply, ammeter, voltmeter and resistance wire correctly connected (variable resistor 1
optional)
MP2 Correct symbols for ammeter and voltmeter. Variable resistor symbol correct if included. 1
MP3 Measure potential difference (voltage) and current and calculate resistance. 1
MP7 Table with columns for type of wire, voltage, current, resistance with correct units (V, A and Ω) 1
Total: 7
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2017
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*2729597850*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB17 11_0625_11/3RP
© UCLES 2017 [Turn over
2
He puts some water into a measuring cylinder and then one glass ball. He puts the cork and then
a second, identical glass ball into the water as shown.
80 80 80
glass ball
60 60 60
40 40 40 cork
20 20 20
glass ball glass ball
Diagram 2 shows the water level after one glass ball is added.
Diagram 3 shows the water level after the cork and the second glass ball are added.
2 The graph shows how the speed of a car varies over a period of 10 s.
speed
m/s
10
0
0 5 10
time / s
A 10 m B 50 m C 75 m D 100 m
3 The diagram shows how the speed of a falling object changes with time.
speed
Y Z
X
0
0 time
Which row describes the motion of the object between X and Y, and between Y and Z?
A accelerating at rest
B accelerating constant speed
C decelerating at rest
D decelerating constant speed
spring
metal
A friction
B mass
C pressure
D weight
5 The graph shows how weight varies with mass on planet P and on planet Q.
400
planet P
weight / N
300
planet Q
200
100
0
0 20 40 60 80
mass / kg
A 40 200
B 40 400
C 80 200
D 80 400
7 A student conducts an experiment by hanging different loads on a spring. The diagrams show the
lengths of the spring with different loads.
3.0 cm
6.0 cm
9.0 cm
2.0 N
4.0 N
extension / cm
0N 2.0 N 4.0 N
A 0 3.0 3.0
B 0 3.0 6.0
C 3.0 3.0 3.0
D 3.0 6.0 9.0
8 A car mechanic is trying to loosen a wheel nut. He applies a force to the end of a spanner
(wrench) at right-angles to the spanner.
9 The diagrams show four table lamps resting on a table. The position of the centre of mass of
each lamp is labelled X.
A B C D
X X
X X
10 A pendulum bob swings from W, through points X and Y, to Z and then back to W.
W Z
X
Y
height
length
Which information is not needed to calculate the rate at which the student is doing work against
gravity?
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
A 12 cm B 74 cm C 86 cm D 100 cm
Which diagram shows the most likely movement of the pollen grain?
A B C D
15 The diagram shows an air-filled rubber toy. A child sits on the toy and its volume decreases.
How does the air pressure in the toy change and why?
pressure reason
16 A strip of iron and a strip of brass are firmly attached to each other along their entire length. This
combination is a bimetallic strip.
iron strip
brass strip
iron
fixed support
brass
17 The diagram shows an electric heater being used to heat a beaker of water and an identical
beaker containing oil. Both are heated for one minute.
water oil
electric heater
The temperature of the water and the temperature of the oil increase steadily. The increase in
temperature of the oil is much greater than that of the water.
Why is this?
By which process is most of the thermal energy transferred throughout the air in the room?
A conduction
B convection
C evaporation
D radiation
A Convection currents occur because, when cooled, liquids contract and become more dense.
B Convection currents occur because, when warmed, liquids expand and become more dense.
C Convection currents only occur in liquids.
D Convection currents only occur in solids and liquids.
rope
D
C
B
A
21 The diagram represents plane wavefronts of a water wave about to strike a solid barrier.
wavefronts
Which diagram shows the position of the wavefronts after reflection at the barrier?
A B
reflected
reflected
C D
reflected
reflected
22 The diagram shows an object in front of a plane mirror. A ray of light from the object is incident on
the mirror.
object
R
Q S
P
plane
mirror
Through which point does the reflected ray pass, and at which point is the image of the object
formed?
A P R
B P S
C Q R
D Q S
23 Which ray diagram shows a converging lens forming a real image of a small object O?
A B
O O
C D
O O
24 Visible light, X-rays and microwaves are all components of the electromagnetic spectrum.
A In a vacuum, microwaves travel faster than visible light and have a shorter wavelength.
B In a vacuum, microwaves travel at the same speed as visible light and have a shorter
wavelength.
C In a vacuum, X-rays travel faster than visible light and have a shorter wavelength.
D In a vacuum, X-rays travel at the same speed as visible light and have a shorter wavelength.
25 Space is a vacuum. Waves from stars are used to reveal information about the stars.
A infra-red
B radio waves
C ultrasound
D γ-rays
26 A student stands 180 m in front of a vertical, flat cliff and bangs together two pieces of wood to
make a short, loud sound.
A timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.
27 A train of steel nails and a train of iron nails hang from a strong magnet.
magnet
train of train of
steel nails iron nails
28 The north pole of a bar magnet is placed in turn next to each end of a rod X. One end of the rod
moves away from the north pole but the other end moves towards the north pole.
The experiment is repeated with the bar magnet and a different rod Y but this time both ends of
the rod move towards the north pole.
rod X rod Y
The student places object P on the insulated pan of a balance and notes the reading on the
balance.
The student then holds object Q a small distance above object P and notes the reading on the
balance.
Finally, the student holds object R the small distance above object P and notes the reading on
the balance.
object Q object R
object P
C The combined resistance is more than 3.0 Ω but less than 6.0 Ω.
Z
slider
V
How does the movement of the slider affect the voltmeter reading?
movement voltmeter
of slider reading
A Z to X falls to zero
B Z to X increases
C Z to Y falls to zero
D Z to Y increases
34 The diagram shows a circuit with a fixed resistor connected in series with a thermistor and an
ammeter.
Which row shows how temperature change affects the resistance of the thermistor and the
current in the circuit?
resistance of
temperature current in circuit
thermistor
35 An appliance is connected to a mains supply. Its circuit also contains a switch and a fuse.
A B
appliance appliance
live live
neutral neutral
C D
appliance appliance
live live
neutral neutral
36 There is an electric current in a straight wire in the direction into the page. This produces a
magnetic field around the wire. All the field lines are circles but only one field line is shown.
direction of spacing of
the field lines the field lines
A anti-clockwise evenly spaced over
the whole field
B anti-clockwise more widely spaced
further from the wire
C clockwise evenly spaced over
the whole field
D clockwise more widely spaced
further from the wire
37 A wire carrying a current is placed in a magnetic field. The wire experiences a force due to the
field.
17 Cl 17 Cl
35 37
38 Different isotopes of chlorine are represented as and .
Why is this?
The diagram shows an experiment set up to study the penetrating properties of R, S and T.
R S T
A half of the time taken for all of the original nuclei to decay
B the time taken for half of the original nuclei to decay
C the time taken for the charges on all the nuclei to halve
D the time taken for the mass of each nucleus to halve
BLANK PAGE
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publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 C 1
3 B 1
4 D 1
5 A 1
6 B 1
7 B 1
8 B 1
9 B 1
10 C 1
11 B 1
12 D 1
13 B 1
14 A 1
15 D 1
16 A 1
17 D 1
18 B 1
19 A 1
20 B 1
21 C 1
22 A 1
23 D 1
24 D 1
25 C 1
26 B 1
27 C 1
28 D 1
29 C 1
30 D 1
31 C 1
32 A 1
33 B 1
34 B 1
35 C 1
36 D 1
37 B 1
38 D 1
39 B 1
40 B 1
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2017
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*6133216338*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB17 11_0625_21/4RP
© UCLES 2017 [Turn over
2
He puts some water into a measuring cylinder and then one glass ball. He puts the cork and then
a second, identical glass ball into the water as shown.
80 80 80
glass ball
60 60 60
40 40 40 cork
20 20 20
glass ball glass ball
Diagram 2 shows the water level after one glass ball is added.
Diagram 3 shows the water level after the cork and the second glass ball are added.
2 Four balls with different masses are dropped from the heights shown.
A B C D
1.0 kg
2.0 kg
3.0 kg
4.0 m
4.0 kg
3.0 m
2.0 m
1.0 m ground
spring
metal
A friction
B mass
C pressure
D weight
80 cm
60 cm
10 cm
X Y
centre
pivot
of beam F
8.0 N
The beam is kept balanced by a force F acting on the beam 80 cm from end X.
A 8.0 N B 18 N C 22 N D 44 N
7 The diagrams show four table lamps resting on a table. The position of the centre of mass of
each lamp is labelled X.
A B C D
X X
X X
8 The diagram shows an incomplete scale drawing to find the resultant of two 10 N forces acting at
a point in the directions shown.
10 N
10 N
A 7.5 N B 8.6 N C 18 N D 20 N
9 A tennis ball of mass 0.060 kg travels horizontally at a speed of 25 m / s. The ball hits a tennis
racket and rebounds horizontally at a speed of 40 m / s.
racket
ball
25 m / s 40 m / s
A 0.018 N B 0.078 N C 18 N D 78 N
10 The diagram shows the path of a stone that is thrown from X and reaches its maximum height
at Y.
Y
path of
stone
How much kinetic energy did the stone have immediately after it was thrown at X?
A 2.0 J B 8.0 J C 10 J D 12 J
motor
load lifted
through 0.50 m
load
40 N
How long does it take the motor to lift the load through 0.50 m?
height
length
Which information is not needed to calculate the rate at which the student is doing work against
gravity?
cm vacuum
90
80
metre rule 70
60
50
40
30
20
10
mercury
A 12 cm B 74 cm C 86 cm D 100 cm
14 The diagram shows a glass flask, sealed with a small volume of mercury in a glass tube. When
the flask is gently warmed the mercury rises up the tube.
glass tube
mercury
air
water
Which diagram shows the most likely movement of the pollen grain?
A B C D
16 The diagram shows an air-filled rubber toy. A child sits on the toy and its volume decreases.
How does the air pressure in the toy change and why?
pressure reason
17 A strip of iron and a strip of brass are firmly attached to each other along their entire length. This
combination is a bimetallic strip.
iron strip
brass strip
iron
fixed support
brass
How much energy is needed to raise the temperature of the block from 20 °C to 110 °C?
A Convection currents occur because, when cooled, liquids contract and become more dense.
B Convection currents occur because, when warmed, liquids expand and become more dense.
C Convection currents only occur in liquids.
D Convection currents only occur in solids and liquids.
20 The diagram represents plane wavefronts of a water wave about to strike a solid barrier.
wavefronts
Which diagram shows the position of the wavefronts after reflection at the barrier?
A B
reflected
reflected
C D
reflected
reflected
21 The diagram shows an object in front of a plane mirror. A ray of light from the object is incident on
the mirror.
object
R
Q S
P
plane
mirror
Through which point does the reflected ray pass, and at which point is the image of the object
formed?
A P R
B P S
C Q R
D Q S
A dispersed
B focused
C monochromatic
D refracted
23 Visible light, X-rays and microwaves are all components of the electromagnetic spectrum.
A In a vacuum, microwaves travel faster than visible light and have a shorter wavelength.
B In a vacuum, microwaves travel at the same speed as visible light and have a shorter
wavelength.
C In a vacuum, X-rays travel faster than visible light and have a shorter wavelength.
D In a vacuum, X-rays travel at the same speed as visible light and have a shorter wavelength.
24 The Moon is 380 000 km from the Earth. A laser light beam is directed from the Earth to the
Moon. The beam is reflected back to the Earth.
How long does it take for the light to travel to the Moon and back to the Earth?
25 Which wavefront is travelling at a speed closest to that of a sound wave through a solid?
27 A student stands 180 m in front of a vertical, flat cliff and bangs together two pieces of wood to
make a short, loud sound.
A timer records the echo of the sound 1.5 seconds after the pieces of wood are banged together.
28 A train of steel nails and a train of iron nails hang from a strong magnet.
magnet
train of train of
steel nails iron nails
30 A positively-charged rod is held near to, but not touching, an uncharged metal sphere.
A It is charged negatively because negative charges have moved from earth to the sphere.
B It is charged negatively because positive charges have moved from the sphere to earth.
C It is charged positively because negative charges have moved from the sphere to earth.
D It is charged positively because positive charges have moved to earth from the sphere.
Four pieces of metal wire of the same material are connected, in turn, between points P and Q in
the circuit.
P Q
diameter / mm length / m
A 0.10 1.0
B 0.10 2.0
C 0.20 1.0
D 0.20 2.0
32 A torch has a simple circuit with a 3.0 V battery and a lamp. There is a 20 mA current in the lamp.
A 0.30 J B 18 J C 60 J D 0.30 kJ
Which graph shows the variation with time of the current in the resistor?
A B
current current
0 0
0 time 0 time
C D
current current
0
0 time
0
0 time
34 The diagram shows a circuit with a fixed resistor connected in series with a thermistor and an
ammeter.
Which row shows how temperature change affects the resistance of the thermistor and the
current in the circuit?
resistance of
temperature current in circuit
thermistor
A an AND gate
B a NOR gate
C a NOT gate
D an OR gate
The wire is moved in the magnetic field between the poles of a magnet.
X
B
A C
N S
D
37 The graph shows how the voltage induced across a coil changes with time as the coil spins in a
magnetic field.
voltage
0
0 time
Which graph shows what happens when the coil spins more quickly?
A B
voltage voltage
0 0
0 time 0 time
C D
voltage voltage
0 0
0 time 0 time
38 Emissions X and Y from radioactive material are passed through a magnetic field. The diagram
shows the direction of the emissions, the direction of the magnetic field and the effect on the
emissions.
emission X emission Y
A α-particles β-particles
B α-particles γ-rays
C β-particles α-particles
D β-particles γ-rays
A half of the time taken for all of the original nuclei to decay
B the time taken for half of the original nuclei to decay
C the time taken for the charges on all the nuclei to halve
D the time taken for the mass of each nucleus to halve
40 The rate of emission of a radioactive source is measured until the reading reaches the
background rate of 20 counts per minute.
200
190
180
rate of emission
170
counts / minute
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
0 10 20 30 40 50 60
time / minute
A 10 minutes
B 12 minutes
C 14 minutes
D 30 minutes
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 A 1
3 A 1
4 D 1
5 B 1
6 C 1
7 B 1
8 C 1
9 D 1
10 D 1
11 B 1
12 B 1
13 B 1
14 A 1
15 A 1
16 D 1
17 A 1
18 C 1
19 A 1
20 C 1
21 A 1
22 C 1
23 D 1
24 D 1
25 A 1
26 B 1
27 B 1
28 C 1
29 C 1
30 A 1
31 C 1
32 B 1
33 B 1
34 B 1
35 A 1
36 D 1
37 C 1
38 A 1
39 B 1
40 A 1
PHYSICS 0625/31
Paper 3 Theory (Core) October/November 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NF/SG) 132269/7
© UCLES 2017 [Turn over
2
1 A student clamps a metre rule to the end of a bench, as shown in Fig. 1.1. He attaches a mass to
the end of the rule.
mass
Fig. 1.1
The student displaces the end of the rule by a small distance. The rule oscillates up and down.
The student measures the time for ten complete oscillations.
(a) State the name of a measuring device for timing the oscillations.
.............................................................................................................................................. [1]
(b) State a reason why the student measures the time for ten oscillations, rather than for one.
.............................................................................................................................................. [1]
(c) The student repeats the procedure. His results are shown in the table.
1st 3.93
2nd 4.07
3rd 3.55
4th 3.99
(i) One of the results is incorrect. On the table, draw a ring around the incorrect result. [1]
(ii) Calculate the average value for the time for ten complete oscillations.
(iii) Determine the time for one complete oscillation. State your answer to two significant
figures.
[Total: 6]
2 Fig. 2.1 shows a river flowing through a village. There are two bridges across the river.
bridge X
direction of flow
bridge Y
Fig. 2.1
Two students plan to measure the speed of a stick as it floats on the river between bridge X
and bridge Y.
(a) The students plan to drop a stick into the middle of the river from bridge X. The stick moves
with the water between bridge X and bridge Y.
Describe how the students can determine the average speed of the stick.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [4]
[Total: 5]
warning marker
surface of lake
metal chain
heavy object
bottom of lake
Fig. 3.1
The marker is attached by a metal chain to a heavy object on the bottom of the lake.
(a) Fig. 3.2 shows the forces acting on the marker at one moment in time.
280 N
250 N
Fig. 3.2
direction = ...........................................................
[2]
(b) Fig. 3.3 shows part of the metal chain. It is made from small metal loops.
Fig. 3.3
A damaged loop is removed from the chain. Describe a method to determine the density of
the metal from which the loops are made.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [5]
[Total: 7]
4 Fig. 4.1 shows two methods for generating electricity using renewable sources.
Fig. 4.1
(b) (i) State two advantages of using renewable sources for generating electricity compared to
using a coal-fired power station.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...................................................................................................................................... [2]
(ii) State one disadvantage of using renewable sources for generating electricity compared
to using a coal-fired power station.
...........................................................................................................................................
...................................................................................................................................... [1]
[Total: 5]
The words may be used once, more than once or not at all.
(a) The atoms are usually arranged in regular patterns in a ..................... . [1]
(b) The state of matter with the lowest density is a ..................... . [1]
(c) Evaporation takes place when the most energetic molecules leave the surface of a
..................... . [1]
[Total: 4]
6 (a) Fig. 6.1 shows a ray of light inside a semi-circular glass block.
air
glass
Fig. 6.1
The angle of incidence at the straight surface is less than the critical angle for the glass.
(b) Fig. 6.2 shows another ray of light inside a semi-circular glass block.
air
glass
Fig. 6.2
The angle of incidence at the straight surface is greater than the critical angle for the glass.
...................................................................................................................................... [1]
(c) A wave on the surface of water approaches a barrier. There is a small gap in the barrier, as
shown in Fig. 6.3.
barrier
water
wave
gap
Fig. 6.3
On Fig. 6.3, draw three wavefronts that have passed through the gap. [2]
[Total: 7]
centre of loudspeaker
Fig. 7.1
On Fig. 7.1 draw two arrows on point X to show the directions of vibration of the air
particle. [2]
transverse
longitudinal
electromagnetic [1]
(iii) Suggest a value for the frequency of the sound that the man can hear. State the unit.
...........................................................................................................................................
...................................................................................................................................... [1]
(b) Fig. 7.2 shows a distance-time graph for ultrasound travelling in sea-water.
1000
distance / m
800
600
400
200
0
0 0.20 0.40 0.60 0.80
time / s
Fig. 7.2
(ii) A scientist measures the depth of the sea by using ultrasound. She sends a pulse of
ultrasound from the ship to the seabed. It reflects from the seabed as shown in Fig. 7.3.
reflection pulse of
ultrasound
Fig. 7.3
The time taken between sending a pulse and receiving the echo is 0.60 s. Use the graph
to determine the depth of the sea.
8 Fig. 8.1 shows a plotting compass and a bar magnet. The plotting compass consists of a small
magnet in the shape of an arrow. The arrow can rotate freely on a pivot.
plotting
compass
pivot
bar magnet
Fig. 8.1
(a) Describe how to use this apparatus to identify the magnetic field pattern of the bar magnet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [3]
N S
Fig. 8.2
On Fig. 8.2 draw the magnetic field pattern around the bar magnet. Use arrows to show the
direction of the field. [3]
[Total: 6]
power
source
Fig. 9.1
(b) The student varies the temperature of the thermistor and measures the current in it.
Some of the results are shown in the table.
temperature of
20 40 60 80
thermistor / °C
(ii) Describe and explain what happens to the current in the thermistor as the temperature of
the thermistor rises.
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
........................................................... A [1]
(c) At a different temperature, the resistance of the thermistor is 300 Ω and the resistance of the
variable resistor is 400 Ω.
[Total: 10]
wire
S
N
0
–2 +2 sensitive centre-zero meter
Fig. 10.1
When the student holds the wire stationary, as shown in Fig. 10.1, the reading on the meter is
zero.
She moves the wire down between the poles of the magnet. Then she holds it stationary and
then moves it up.
(i) The meter measures the size and direction of the induced electromotive force (e.m.f.).
On Fig. 10.2, draw the position of the pointer on the meter at each stage.
0 0 0
–2 +2 –2 +2 –2 +2
(ii) Describe how the student could increase the size of the induced electromotive force
(e.m.f.).
...........................................................................................................................................
...........................................................................................................................................
...................................................................................................................................... [2]
1. ...............................................................................................................................................
2. .......................................................................................................................................... [2]
[Total: 9]
(a) (i) State the number of protons in a nucleus of polonium-210 .......................................... [1]
(iii) State the number of electrons in a neutral atom of polonium-210 ............................... [1]
Name two other types of radiation emitted when radioactive elements decay.
Calculate the time for the sample to decay until only 0.1 g of polonium-210 remains.
[Total: 7]
12 A scientist needs to reduce the risks when working with radioactive sources.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
(b) Describe how to reduce the risks when working with radioactive sources.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 4]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory October/November 2017
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
(11.99 ÷ 3 =) 4.0 (s) A1
up(wards) B1
4(a) 1 solar / Sun B1
2 wind B1
5(a) solid B1
5(b) gas B1
5(c) liquid B1
5(d) gas B1
same wavelength B1
hertz B1
7(b)(i) speed = dist ÷ time or any two corresponding values of distance ÷ time e.g. 600 ÷ 0.4 C1
1500 (m / s) A1
depth = 450 (m) A1
9(b)(i) V= IR C1
600 (ohms or Ω) A1
9(c) 700 (ohms or Ω) B1
275 000 (V) A1
11(a)(i) 84 B1
11(a)(ii) 126 B1
11(a)(iii) 84 B1
276 (days) A1
PHYSICS 0625/41
Paper 4 Theory (Extended) October/November 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LK/SG) 133346/7
© UCLES 2017 [Turn over
2
1 Fig. 1.1 shows the speed-time graph for the motion of a car.
20
speed
m/s
15
10
0
0 10 20 30 40
time / s
Fig. 1.1
distance = ...........................................................[2]
acceleration = ...........................................................[2]
(b) Describe the motion of the car in the period of time from 25 s to 40 s.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 7]
© UCLES 2017 0625/41/O/N/17
3
...................................................................................................................................................
...............................................................................................................................................[1]
(i) On Fig. 2.1, draw the force-extension graph for the spring for loads up to 120 N. [1]
150
force / N
100
50
0
0 20 40 60 80
extension / mm
Fig. 2.1
k = ...........................................................[2]
(c) A student makes a spring balance using the spring in (b). The maximum reading of this
balance is 150 N.
The student tests his balance with a known weight of 140 N. He observes that the reading of
the balance is not 140 N.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
3 All the sides of a plastic cube are 8.0 cm long. Fig. 3.1 shows the cube.
8.0 cm
...............................................................................................................................................[1]
(b) (i) Calculate the density of the plastic from which the cube is made.
density = ...........................................................[2]
State and explain whether the cube floats or sinks when placed in a container of this oil.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) In a laboratory on the Moon, the plastic cube is held stationary, using a clamp, in a
beaker of the oil of density 850 kg / m3.
clamp
cube
3.0 cm clamp
stand
oil
bench
Fig. 3.2
The lower face of the cube is 3.0 cm below the surface of the oil.
Use your answer to (c)(i) to calculate the pressure due to the oil on the lower face of the
cube.
pressure = ...........................................................[2]
[Total: 8]
4 Fig. 4.1 shows a balloon filled with helium that is used to lift measuring instruments to a great
height above the Earth’s surface.
Fig. 4.1
(a) Explain, in terms of momentum, how the atoms of helium produce a force on the wall of the
balloon.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) At ground level, the pressure of the helium in the balloon is 1.0 × 105 Pa. The volume occupied
by the helium is 9.6 m3.
The balloon is released and it rises quickly through the atmosphere. The volume occupied by
the helium increases, but the temperature of the helium may be assumed to stay constant.
(i) Explain, in terms of the helium atoms in the balloon, why the pressure in the balloon is
smaller than at ground level.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Calculate the pressure of the helium when it occupies a volume of 12 m3.
pressure = ...........................................................[2]
[Total: 7]
5 (a) A wave passes through a gap in a barrier. The wavelength of the wave is the same magnitude
as the width of the gap in the barrier.
(b) Fig. 5.1 shows six wavefronts of a wave travelling on the surface of deep water. The wave is
incident on a boundary with a region where the water is shallow.
boundary
direction
of wave
Fig. 5.1
(i) On Fig. 5.1, draw the wavefronts of the wave in the shallow water where the wave travels
more slowly. [2]
(ii) The depth of the shallow water is now changed so that the speed of the wave in the
shallow water is 0.60 m / s. The speed of the wave in the deep water is 0.80 m / s.
The distance between successive wavefronts in the deep water is 1.4 cm.
wavelength = ...........................................................[4]
[Total: 7]
6 (a) The left-hand column of the table shows some possible speeds of a sound wave.
In the right-hand column, write down the medium in which a sound wave has this speed.
(b) Fig. 6.1 represents a series of compressions and rarefactions of a sound wave.
Fig. 6.1
(i) On Fig. 6.1, mark, with the letters X and Y, the mid-points of two rarefactions. [1]
...........................................................................................................................................
.......................................................................................................................................[1]
(c) Astronauts set up a mirror on the Moon’s surface. A laser beam is transmitted from the Earth’s
surface to the mirror and is then reflected back to Earth.
On a certain day, the time between transmitting the beam from a point on the Earth’s surface
and receiving the reflected signal at the same point is 2.56 s.
Calculate the distance between the Earth’s surface and the Moon’s surface.
distance = ...........................................................[3]
[Total: 7]
7 (a) Fig. 7.1 shows a converging lens and its principal axis. The points labelled F are each a
principal focus of the lens.
F F
Fig. 7.1
On Fig. 7.1, draw two rays from the top of the object O, to locate the image of O.
Label the image I. [3]
(b) Underline three of the terms below to describe the nature of the image produced by a
converging lens used as a magnifying glass.
[2]
(c) Fig. 7.2 shows the path of a ray of red light passing through a glass prism.
prism
air
Fig. 7.2
A ray of green light enters the prism along the same path as the ray of red light.
On Fig. 7.2, draw the path of the ray of green light as it passes through the prism and emerges
into the air. [2]
[Total: 7]
8 (a) Describe a renewable process by which electrical energy is obtained from the energy stored
in water. You may draw a diagram in the space.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Explain why the process described in (a) can be regarded as renewable.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Explain whether the Sun is the source of the energy stored in the water in (a).
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
A H
C 3.0 Ω D
B G
E F
6.0 Ω
Fig. 9.1
(a) Calculate
e.m.f. = ...........................................................[1]
resistance = ...........................................................[3]
current = ...........................................................[2]
(b) State, using the letters in Fig. 9.1, how you would connect
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) a voltmeter to measure the potential difference (p.d.) across the 6.0 Ω resistor.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
© UCLES 2017 0625/41/O/N/17 [Turn over
12
[1]
.......................................................................................................................................[1]
(b) Fig. 10.1 shows the proposed system for charging the battery of an electric toothbrush.
battery
+ –
handle of
toothbrush
B
coil X
coil Y
230 V
base of
a.c.
charger
Fig. 10.1
The handle of the brush contains the battery and a coil X. The circuit from coil X to the battery
is not shown.
The base of the charger contains a coil Y, wound on an iron core, connected to the a.c. mains
supply.
To charge the battery, the handle is lowered so that coil Y is inside coil X.
Fig. 10.1 shows the direction needed for the charging current at the battery.
(i) On Fig. 10.1, complete the circuit from terminals A and B of coil X to the battery.
Include a diode. [2]
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
[Total: 7]
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Complete the nuclide equation for the radioactive decay of carbon-14.
..... .....
..... β
14 C
6 ..... N + [3]
...................................................................................................................................................
...............................................................................................................................................[1]
(c) A workman operates a machine that uses β-particles to determine the level of liquid in a
plastic water bottle that is being filled.
Suggest why
...........................................................................................................................................
.......................................................................................................................................[1]
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory October/November 2017
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
130 m A1
0.65 m / s2 A1
= 780 N A1
1(b) Acceleration decreases OR rate of increase of speed decreases OR speed increases at a lower rate B1
2(c) Above 120 N / at 140 N, the spring does not obey Hooke’s law B1
OR the extension is not proportional to the load / weight / force
3(a) (Measure of) quantity / amount of matter OR (property) that resists change in motion / speed / momentum B1
OR measure of a body’s inertia
3(b)(i) d = m / V OR in words OR 0.44 / 0.0803 OR 0.44 / 5.12 × 10–4 OR 440 / 83 OR 440 / 512 OR 0.44 / 83 OR 0.44 / 512 C1
3(b)(ii) Sinks OR does not float AND (cube) denser (than oil) B1
1.6 N / kg A1
41 Pa A1
4(a) Atoms collide with wall (and rebound) OR atoms rebound from wall B1
Rate of collision (with walls of balloon) decreases OR Fewer collisions per unit area B1
8.0 × 104 Pa A1
5(b)(i) At least 3 parallel wavefronts in shallow water sloping upwards from left to right B1
= 57.1 (Hz) C1
OR
= 1.33 (C1)
6(b)(ii) Area of low pressure or low density (of atoms) or where atoms / molecules far apart B1
7(c) On entering prism: green ray deflection more than red ray and above normal B1
On leaving prism: diverging downwards from red ray and not along surface of prism B1
8 Hydroelectric
8(c) Sun evaporates water from sea etc. to fall (later) as rain B1
8 Tidal flow
Sun is a source of (part of) the energy OR Sun is not the primary source of energy B1
8 Waves
8(c) Winds are air currents caused by thermal energy / heat from the Sun B1
(R =) 2.0 Ω A1
1.5 A A1
OR
10(a)(i) B1
10(b)(i) Wire from B to + or – terminal of battery and wire from A to other terminal of battery B1
10(b)(ii) Alternating current in coil Y sets up alternating magnetic field OR causes change in magnetic flux B1
Alternating field / change in flux cuts coil X OR Alternating field links with coil X B1
11(a)(i) An electron M1
0 B1
β
−1
11(c)(ii) γ-rays would not be absorbed by the liquid / bottle OR reading not reduced (in passing through liquid / bottle) B1
OR very penetrative so no change in detector reading
PHYSICS 0625/51
Paper 5 Practical Test October/November 2017
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 5 4 6 6 4 4 4 8 0 5 *
If you have any queries regarding these Confidential Instructions, please contact Cambridge stating the Centre
number, the nature of the query and the syllabus number quoted above.
email info@cie.org.uk
phone +44 1223 553554
fax +44 1223 553558
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH) 133343/5
© UCLES 2017 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Supervisor’s Report printed on pages 7 and 8) a
brief description of the apparatus supplied, mentioning any points that are likely to be of importance
to the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Confidential Instructions. If a candidate breaks any of the apparatus, or loses any of
the material supplied, the matter should be rectified and a note made in the Supervisor’s Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested
that candidates spend about 20 minutes on each of questions 1 to 3 and about 15 minutes on
question 4.
Assistance to candidates
The purpose of the Physics Practical Test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such a
candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked to
cooperate with the Examiners to the extent of being ready to give (or allow the physics teacher to give)
a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
Question 1
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. If the metre rule has two scales in opposite directions, one scale must be taped over.
2. Any suitable masses that can rest on the metre rule can be used.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Power supply of approximately 1.5 V–3 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage must be set by the Supervisor and fixed
(e.g. taped). See note 2.
(ii) Three resistors of nominal value 4.7 Ω with a power rating of at least 2 W. See note 3.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A, with a resolution of at least 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 2.1, with two additional leads.
Notes
power
supply
RA
Fig. 2.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells must be available.
3. The resistors must be labelled RA, RB and RC. The values of resistance must not be visible to
the candidates. The resistors must have suitable terminals so that candidates are able easily and
quickly to rearrange the circuit.
4. Either analogue or digital meters are suitable. Any variable settings must be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Converging lens, focal length approximately 15 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Fig. 3.1). The hole is to be
covered with thin, translucent paper (e.g. tracing paper). See note 2.
(iii) Metre rule with a mm scale.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support is
suitable. See Fig. 3.2.
(v) A 12 V, 24 W lamp and holder. A 12 V power supply. Spare lamps should be available.
translucent paper
adhesive tape
1.5 cm
card (screen)
support
card
Notes
1. The lamp for the illuminated object should be a low voltage lamp, approximately 24 W or higher
power (a car headlamp bulb is suitable), with a suitable power supply.
2. The centre of the hole which forms the object, the lamp filament and the centre of the lens in its
holder are all to be at the same height above the bench.
Action at changeover
Question 4
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
SUPERVISOR’S REPORT
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
SIGNED ......................................................
Supervisor
PHYSICS 0625/51
Paper 5 Practical Test October/November 2017
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/AR) 133341/5
© UCLES 2017 [Turn over
2
1 In this experiment, you will determine the weight of a load using a balancing method.
metre rule
P Q
a b
bench
pivot
Fig. 1.1
(a) Place the metre rule on the pivot and adjust its position so that the metre rule is as near as
possible to being balanced. The 30.0 cm mark must be on the left-hand side of the pivot. The
metre rule must remain at this position on the pivot throughout the experiment.
Place the load P on the metre rule so that its centre is exactly at the 30.0 cm mark on the
metre rule.
Record the distance a between the 30.0 cm mark and the pivot.
a = ..................................................... cm [1]
(b) Place a load Q on the metre rule and adjust the position of Q so that the metre rule is as near
as possible to being balanced. Load Q has a weight Q of 1.0 N.
(i) Measure the distance b between the centre of load Q and the pivot. Record the weight Q
and the distance b in Table 1.1.
(ii) Repeat the procedure, with the load P remaining at the 30.0 cm mark, using Q values of
2.0 N, 3.0 N, 4.0 N and 5.0 N. Record all the readings in the table.
Table 1.1
Q/N b / cm 1 1
Q N
1
(iii) For each value of Q, calculate and record the result in the table.
Q
[3]
[4]
(d) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
G
(e) Calculate the weight P of load P using the equation P = .
a
P = ...........................................................[1]
[Total: 11]
The circuit shown in Fig. 2.1 has been set up for you.
power
supply
RA
Fig. 2.1
(a) (i) Switch on. Measure and record the potential difference V1 across the resistor RA and the
current I1 in the circuit.
V1 = ...............................................................
I1 = ...............................................................
[2]
V1
(ii) Switch off. Calculate the resistance R1 of the resistor RA using the equation R 1 = .
I1
R1 = ...........................................................[1]
Connect the voltmeter across the two resistors RA and RB. Switch on.
(i) Measure and record the potential difference V2 across resistors RA and RB combined
and the current I2 in the circuit.
V2 = ...............................................................
I2 = ...............................................................
(ii) Switch off. Calculate the resistance R2 of resistors RA and RB combined in series, using
V
the equation R 2 = 2 .
I2
R2 = ...............................................................
[1]
© UCLES 2017 0625/51/O/N/17
5
(i) Measure and record the potential difference V3 across the three resistors and the current
I3 in the circuit.
V3 = ...............................................................
I3 = ...............................................................
[1]
(ii) Switch off. Calculate the resistance R3 of resistors RA, RB and RC combined in series,
V3
using the equation R 3 = .
I3
R3 = ...........................................................[1]
State whether your results agree with this suggestion. Justify your answer by reference to
your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(e) Another student suggests that the three resistors, RA, RB and RC, have the same value of
resistance.
Explain how you could use the circuit shown in Fig. 2.1 to check this suggestion.
...................................................................................................................................................
...............................................................................................................................................[1]
• the voltmeter connected to measure the potential difference across the resistors
power
supply
Fig. 2.2
[2]
(g) The circuit in Fig. 2.2 could be used to determine the combined resistance of three resistors
connected in parallel.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
BLANK PAGE
D
illuminated
object u v
screen
lens
bench
Fig. 3.1
(a) Place the centre of the lens at a distance u = 20.0 cm from the illuminated object.
Place the screen close to the lens and move it away from the lens until a sharply-focused
image is formed on the screen.
• Measure the distance v from the centre of the lens to the screen. Record v in Table 3.1.
• Measure and record in the table the distance D from the illuminated object to the screen.
[3]
(b) Repeat the steps in (a) with the lens at a distance u = 30.0 cm from the illuminated object.
Record all the readings in the table.
Table 3.1
(c) State one difference that you observe between the image formed on the screen when
u = 20.0 cm and when u = 30.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
(d) (i) Use the results in the first row of the table to calculate a value f1 for the focal length of the
uv
lens. Use the equation f1 = .
D
f1 = ...............................................................
(ii) Use the results in the second row of the table to calculate a value f2 for the focal length of
uv
the lens. Use the equation f2 = .
D
f2 = ...............................................................
[1]
(iii) Calculate the average value fA for the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
fA = ...............................................................
[2]
(e) Suggest two reasons why the results you have obtained may not be reliable.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
4 A student is investigating whether the diameter of a pendulum bob affects the period of a
pendulum. The period is the time taken for one complete oscillation of the pendulum. Fig. 4.1
shows a pendulum.
stand
clamp
thread
bob
one complete
oscillation
pendulum bobs made of polystyrene with diameters 1 cm, 2 cm, 3 cm, 4 cm and 5 cm
a supply of thread and a pair of scissors
clamp and stand
Plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a
pendulum. You are not required to carry out this experiment.
You should:
• draw a table with column headings, to show how you would display your readings (You
are not required to enter any readings in the table.)
• explain briefly how you would use your readings to reach a conclusion.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical October/November 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1(a) a = 19 – 21 1
1(c) Graph:
Suitable scales 1
2(a)(ii) R1 correct 1
2(c)(ii) R3 present and V, I, R units seen at least once and not contradicted 1
2(f) Three resistors in parallel, voltmeter in parallel with resistors and correct symbols for voltmeter and resistors 1
3(a) Table:
v = in range 45 – 80 1
uv correct 1
D = u + v ± 1 cm 1
3(b) v = in range 25 – 35 1
D = u + v ± 1 cm 1
3(d)(iii) fA correct 1
2 or 3 significant figures 1
MP6 Table with column headings for t, or period (T), or both AND d, with correct units 1
MP7 Conclusion: 1
Plot graph(s) of d against period (T) or t (or vice versa)
OR compare period (T) or t values for different diameters
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2017
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/AR) 133344/5
© UCLES 2017 [Turn over
2
power
supply
RA
Fig. 1.1
(a) The student measures the potential difference V1 across the resistor RA and the current I1 in
the circuit. Figs. 1.2 and 1.3 show the voltmeter and ammeter scales.
4 5 6 7 0.4 0.6
2 3 8 0.2 0.8
1 9
0 10 0 1.0
V A
(i) Write down the readings shown on the scales in Figs. 1.2 and 1.3.
V1 = ...............................................................
I1 = ...............................................................
[2]
V1
(ii) Calculate the resistance R1 of the resistor RA using the equation R 1 = .
I1
R1 = .......................................................... [1]
She measures the potential difference V2 across the two resistors RA and RB combined and
the current I2 in the circuit.
1.8 V
V2 = ...............................................................
0.19 A
I2 = ...............................................................
Calculate the resistance R2 of resistors RA and RB combined in series, using the equation
V2
R2 = .
I2
R2 = ...........................................................[1]
(c) The student connects a third resistor RC in series with RA and RB.
She measures the potential difference V3 across the three resistors and the current I3 in the
circuit.
1.7 V
V3 = ...............................................................
0.13 A
I3 = ...............................................................
(i) Calculate the resistance R3 of resistors RA, RB and RC combined in series, using the
V3
equation R 3 = .
I3
R3 = ...............................................................
(ii) On Fig. 1.4, draw a line for the needle on the ammeter to show the reading of 0.13 A.
0.4 0.6
0.2 0.8
0 1.0
[1]
Fig. 1.4
State whether the results agree with this suggestion. Justify your answer by reference to the
results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[1]
(e) Another student suggests that the three resistors RA, RB and RC each have the same value
of resistance.
Explain how you could use the circuit shown in Fig. 1.1 to check this suggestion.
...................................................................................................................................................
...............................................................................................................................................[1]
• the voltmeter connected to measure the potential difference across the resistors
power
supply
Fig. 1.5
[2]
(g) The circuit in Fig. 1.5 could be used to determine the combined resistance of three resistors
connected in parallel.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 10]
d
illuminated
object u v
screen
lens
bench
Fig. 2.1
(i) On Fig. 2.1, measure the distance v from the lens to the screen.
v = ...............................................................
(ii) On Fig. 2.1, measure the distance d from the illuminated object to the screen.
d = ...............................................................
[2]
(i) Calculate V, the actual distance from the lens to the screen. Record the value of V in the
first row of Table 2.1.
(ii) Calculate D, the actual distance from the illuminated object to the screen. Record the
value of D in the first row of the table.
[2]
(c) The student repeated the procedure with the lens at a distance U = 30.0 cm from the
illuminated object. All the readings are recorded in the table.
Table 2.1
U / cm V / cm UV / cm2 D / cm
20.0
30.0 29.5 885 59.5
State one difference that you would expect to observe between the image formed on the
screen when U = 20.0 cm and when U = 30.0 cm.
...................................................................................................................................................
...............................................................................................................................................[1]
(d) (i) Use the results in the first row of the table to calculate a value f1 for the focal length of the
UV
lens. Use the equation f1 = .
D
f1 = ...............................................................
(ii) Use the results in the second row of the table to calculate a value f2 for the focal length of
UV
the lens. Use the equation f2 = .
D
f2 = ...............................................................
(iii) Calculate the average value fA for the focal length of the lens. Give your answer to a
suitable number of significant figures for this experiment.
fA = ...............................................................
[3]
(e) Suggest two reasons why it may be difficult to obtain reliable results in this experiment.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) A student states that a more reliable value for the focal length is obtained if more values of U,
V and D are collected, enabling a graph to be drawn of UV against D.
...........................................................................................................................................
...........................................................................................................................................
[2]
[Total: 12]
3 A student is investigating whether the diameter of a pendulum bob affects the period of a
pendulum. The period is the time taken for one complete oscillation of the pendulum. Fig. 3.1
shows a pendulum.
stand
clamp
thread
bob
one complete
oscillation
pendulum bobs made of polystyrene with diameters 1 cm, 2 cm, 3 cm, 4 cm and 5 cm
a supply of thread and a pair of scissors
clamp and stand.
Plan an experiment to investigate whether the diameter of a pendulum bob affects the period of a
pendulum.
You should:
• draw a table with column headings, to show how you would display your readings (You
are not required to enter any readings in the table.)
• explain briefly how you would use your readings to reach a conclusion.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
metre rule
P Q
a b
bench
pivot
Fig. 4.1
The student places the metre rule on the pivot and adjusts its position so that the metre rule is as
near as possible to being balanced.
He places a load P on the metre rule so that its centre is exactly at the 30.0 cm mark.
19.8 cm
a = ...............................................................
He places a load Q of weight Q = 1.0 N on the metre rule and adjusts the position of Q so that the
metre rule is as near as possible to being balanced.
He measures the distance b between the centre of load Q and the pivot.
He repeats the procedure, with the load P remaining at the 30.0 cm mark, using Q values of 2.0 N,
3.0 N, 4.0 N and 5.0 N. All the readings are recorded in Table 4.1.
Table 4.1
Q/N b / cm 1 1
Q N
1.0 40.0
2.0 19.5
3.0 13.5
4.0 10.5
5.0 7.5
1
(a) For each value of Q, calculate and record the result in the table. [1]
Q
[4]
(c) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
G
(ii) Calculate the weight P of load P using the equation P = , where a = 19.8 cm.
a
P = ...........................................................[1]
(d) The student measures the weight P of load P using a forcemeter. Fig. 4.2 shows the
forcemeter.
N
0.0
1.0
2.0
load P
Fig. 4.2
(e) The student has carried out the experiment with care and is expecting the two values of P in
(c) and (d) to be the same.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2017
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2017 series for most
Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
0.38 (A) 1
1(f) Three resistors in parallel, ONE voltmeter in parallel with resistors and correct symbols for voltmeter and resistors 1
Variable resistor in series with the supply, correct symbol in a correct circuit 1
UV 1200 (ecf) 1
fA correct method 1
2 or 3 significant figures 1
2(f)(i) 5 – 10 1
MP6 Table with column headings for t, or period (T), or both AND d, with correct units 1
MP7 Conclusion: 1
Plot graph(s) of d against period (T) or t (or vice versa)
OR compare period (T) or t values for different diameters
4(b) Graph:
Suitable scales 1
4(d) 1.9 1
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*2777991637*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB18 11_0625_11/2RP
© UCLES 2018 [Turn over
2
1 A pendulum is set in motion and timed. The time measured for 20 complete swings is 30 s.
A B
distance distance
0 0
0 time 0 time
C D
distance distance
0 0
0 time 0 time
3 A runner runs 300 m at an average speed of 3.0 m / s. She then runs another 300 m at an average
speed of 6.0 m / s.
A energy
B mass
C weight
D work
5 Four identical steel blocks are placed on a balance. The reading on the balance is 220 N.
A 5.5 kg B 22 kg C 55 kg D 88 kg
7 The unstretched lengths and extension-load graphs are shown for each of four different springs.
Which spring is the longest when a load of 5.0 N is hung from each spring?
A B
C D
The diagram shows all of the horizontal forces acting on the car.
800 N
air resistance
2000 N force
500 N from engine
friction
9 Which force and distance produce the smallest moment about a pivot?
A an a.c. generator
B a battery-powered torch
C a car engine
D a wind-up mechanical clock
Which two quantities can be used to calculate the useful power of the man?
gas
metal
container liquid
manometer
connection
to gas supply
h
liquid
14 During evaporation of a liquid, the more energetic molecules escape. The temperature of the
remaining liquid changes.
Which row identifies where these molecules escape from and describes the temperature change?
molecules temperature of
escape from the remaining liquid
diagram 1 diagram 2
eye
random
movement
microscope
air molecules
light and
smoke particles
16 The distance between two electricity pylons is 60 m. An engineer fits a cable of length 62 m
between the pylons.
Why does the engineer choose a cable that is longer than the distance between the two pylons?
17 Some ice is slowly heated and its temperature is measured. A graph is plotted of temperature
against time.
100
temperature / °C
X
0
–10 time
Which row describes what happens to the thermal energy and to the temperature in section X?
18 Some of the Sun’s radiation passes through a prism. The diagram shows the spectrum of the
radiation.
prism
radiation
from the
Sun
not v
isi
red ble
A
e B
ibl C
no v vis
t v iole
isi t
ble
screen D
19 On a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.
A The metal rod is a better absorber of infra-red radiation than the plastic rod.
B The metal rod is a better thermal conductor than the plastic rod.
C The metal rod is a worse absorber of infra-red radiation than the plastic rod.
D The metal rod is a worse thermal conductor than the plastic rod.
Which name is given to the number of up-and-down movements of the boat per unit time?
A amplitude
B frequency
C speed
D wavelength
21 Plane water waves travel from a shallow region into a deeper region. They travel more quickly in
the deeper water.
shallow water
boundary
wave
direction
deep water
A B C D
A B
C D
spectrum
23 The diagram shows a parallel, cylindrical light beam of diameter d incident on a thin converging
lens. A screen is placed a distance equal to two focal lengths 2f from the lens.
2f
Which diagram shows the size of the spot of light seen on the screen?
A B C D
d d 2d
2
24 Different parts of the electromagnetic spectrum are used for different purposes. Below are four
statements about parts of the spectrum.
She then hears a second note that has a higher pitch and is quieter.
Which row compares the frequency and the amplitude of the two notes?
Which compass shows the direction of the magnetic field due to the magnet?
D S N B
27 Iron is used for the core of a transformer and steel is used to make a bar magnet.
28 A negatively charged plastic rod P is placed above a positively charged plastic rod Q.
P
– – – – –
Q
+ + + + +
What are the directions of the electrostatic forces on rod P and on rod Q?
A downwards downwards
B downwards upwards
C upwards downwards
D upwards upwards
2 3 2 3 4 6
1 4 1 4 2 8
10
0
A A A
31 The diagram shows a circuit with a power supply and four components.
+ –
What is component N?
A fixed resistor
B fuse
C thermistor
D variable resistor
S1 S2
S3
A S1 and S2 only
B S1 and S3 only
C S2 and S3 only
D S1, S2 and S3
P Q
slider
What happens to the reading on the voltmeter and to the brightness of the lamp?
reading on brightness
voltmeter of lamp
A decreases decreases
B decreases increases
C increases decreases
D increases increases
34 Either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that
could cause overheating.
X cable
live
electrical Y appliance
supply
neutral
cable
When a fuse is used, where should it be connected, and when a circuit-breaker is used, where
should it be connected?
position position of
of fuse circuit-breaker
A X X
B X Y
C Y X
D Y Y
35 Which electrical device uses the turning effect produced by a current-carrying coil in a magnetic
field?
A a.c. generator
B d.c. motor
C relay
D transformer
36 A wire is placed in a strong magnetic field. When a current is passed through the wire it moves
upwards, as shown.
movement
N
A downwards
B towards the north pole
C towards the south pole
D upwards
A B C D
key
– – – –
neutron
++ ++ + proton
+ ++
+ – electron
– – –
39 The diagram shows the paths of three different types of radiation X, Y and Z.
2 mm of 10 mm of 50 mm
plastic aluminium of lead
X Y Z
After 40 hours the rate of emission has fallen to 600 α-particles per second.
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 C 1
2 D 1
3 B 1
4 C 1
5 A 1
6 C 1
7 C 1
8 B 1
9 A 1
10 C 1
11 C 1
12 A 1
13 A 1
14 C 1
15 A 1
16 A 1
17 B 1
18 A 1
19 B 1
20 B 1
21 C 1
22 B 1
23 C 1
24 B 1
25 D 1
26 D 1
27 C 1
28 B 1
29 C 1
30 C 1
31 B 1
32 D 1
33 D 1
34 A 1
35 B 1
36 A 1
37 B 1
38 A 1
39 B 1
40 C 1
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8207631209*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB18 11_0625_21/2RP
© UCLES 2018 [Turn over
2
012 40
mm
35
30
What is the smallest reading that can be achieved using this micrometer screw gauge?
Which graph shows how the speed of the ball changes with time?
A B
speed speed
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
3 A runner runs 300 m at an average speed of 3.0 m / s. She then runs another 300 m at an average
speed of 6.0 m / s.
4 A helium balloon is tied to a top-pan balance. A metal block of mass 100 g is placed on the
balance. The reading on the balance is 91 g.
helium balloon
metal block
91 g
6 A resultant force of 4.0 N acts on an object of mass 0.50 kg for 3.0 seconds.
A 4.0 m / s B 6.0 m / s C 12 m / s D 24 m / s
wall
ball
It rebounds from the wall with the same speed but in the opposite direction. The time of collision
is 50 ms.
What is the average force exerted on the wall by the ball during the collision?
A an a.c. generator
B a battery-powered torch
C a car engine
D a wind-up mechanical clock
10 An object, initially at rest, is dropped from a height of 12.0 m. The change in gravitational potential
energy when it falls to the ground is 565 J.
Which two quantities can be used to calculate the useful power of the man?
manometer
connection
to gas supply
h
liquid
13 A washbasin has an exit pipe covered with a plug of area 12 cm2. A chain is attached to the
centre of the plug to assist in pulling the plug away from the exit hole. The washbasin contains
water to a depth of 0.080 m.
chain
plug
diagram 1 diagram 2
eye
random
movement
microscope
air molecules
light and
smoke particles
Which graph shows how the pressure of the gas changes with its volume?
A B
pressure pressure
0 0
0 volume 0 volume
C D
pressure pressure
0 0
0 volume 0 volume
16 The distance between two electricity pylons is 60 m. An engineer fits a cable of length 62 m
between the pylons.
Why does the engineer choose a cable that is longer than the distance between the two pylons?
18 An object of mass 800 g and specific heat capacity 250 J / (kg °C) is heated. It absorbs 5300 J of
energy.
A 0.027 °C B 17 °C C 27 °C D 17 000 °C
19 On a cold day, a shiny metal rod feels colder to the touch than a black plastic rod.
A The metal rod is a better absorber of infra-red radiation than the plastic rod.
B The metal rod is a better thermal conductor than the plastic rod.
C The metal rod is a worse absorber of infra-red radiation than the plastic rod.
D The metal rod is a worse thermal conductor than the plastic rod.
Which mechanism is responsible for the transfer of thermal energy to the other end of the copper
bar?
21 Plane water waves travel from a shallow region into a deeper region. They travel more quickly in
the deeper water.
shallow water
boundary
wave
direction
deep water
A B C D
23 A ray of light is incident on a glass-air surface. The diagrams show the ray of light at different
angles of incidence in the glass.
24 Different parts of the electromagnetic spectrum are used for different purposes. Below are four
statements about parts of the spectrum.
25 Iron is used for the core of a transformer and steel is used to make a bar magnet.
26 A sheet of ice floats on water. A source of sound S is positioned at the edge of the ice sheet.
air
B
D S
ice
water
27 A bar magnet is placed inside a current-carrying coil. The diagram shows four different
experiments.
1 2
+ –
3 4
+ –
field 1 field 2
Which row gives the correct direction of the force on the electron and the field in which there is a
larger force on it?
direction of
larger force
the force
A ↓ field 1
B ↓ field 2
C ↑ field 1
D ↑ field 2
31 The circuit diagram shows a fixed resistor R and a thermistor T used in a potential divider circuit.
VR VT
A decreases increases
B increases decreases
C stays the same decreases
D stays the same increases
32 The circuit diagram shows a power supply connected to some circuit components.
In the diagram, P and Q are the terminals of the d.c. power supply.
P Q
R1
A
R2
Under which circumstances does the ammeter show a reading other than zero?
33 The diagram shows a digital circuit with two inputs and one output.
input 1
output
input 2
34 Either a fuse or a circuit-breaker can be used to protect electrical cables from large currents that
could cause overheating.
X cable
live
electrical Y appliance
supply
neutral
cable
When a fuse is used, where should it be connected, and when a circuit-breaker is used, where
should it be connected?
position position of
of fuse circuit-breaker
A X X
B X Y
C Y X
D Y Y
Which effect does this have on the magnetic field around the conductor?
36 A wire is placed in a strong magnetic field. When a current is passed through the wire it moves
upwards, as shown.
movement
N
A downwards
B towards the north pole
C towards the south pole
D upwards
A B C D
key
– – – –
neutron
++ ++ + proton
+ ++
+ – electron
– – –
38 When a uranium-235 nucleus absorbs a neutron, it becomes unstable and undergoes fission.
The fission process produces a barium (Ba) nucleus, a krypton (Kr) nucleus and 3 neutrons.
1
0n + 235
92 U → 144
56 Ba + ...
... Kr + 3 01n
39 The diagram shows the paths of three different types of radiation X, Y and Z.
2 mm of 10 mm of 50 mm
plastic aluminium of lead
X Y Z
40 A scientist measures the count rate of a radioactive sample in a laboratory over a period of
12 weeks.
The background radiation count rate in the laboratory remains constant at 20 counts per minute.
The table shows the scientist’s results before the background radiation count rate is taken into
account.
0 100
2 80
4 65
6 54
8 45
10 39
12 34
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Core October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 B 1
2 C 1
3 B 1
4 D 1
5 C 1
6 D 1
7 A 1
8 D 1
9 C 1
10 B 1
11 C 1
12 A 1
13 A 1
14 A 1
15 D 1
16 A 1
17 A 1
18 C 1
19 B 1
20 B 1
21 C 1
22 D 1
23 B 1
24 B 1
25 C 1
26 B 1
27 B 1
28 A 1
29 C 1
30 D 1
31 A 1
32 D 1
33 C 1
34 A 1
35 C 1
36 A 1
37 B 1
38 A 1
39 B 1
40 A 1
PHYSICS 0625/31
Paper 3 Theory (Core) October/November 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/CGW) 151472/4
© UCLES 2018 [Turn over
2
speed 4
m/s
3
0
0 10 20 30 40 50 60 70 80 90 100
time / s
Fig. 1.1
(a) (i) Describe the movement of the student, as shown in Fig. 1.1.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Calculate the distance travelled by the student between 80 s and 100 s.
(b) An athlete runs 630 m in 130 s on a flat section of a road and then 254 m in 40 s on a downhill
slope.
Calculate the average speed for the total distance run by the athlete.
[Total: 8]
raft
water
Fig. 2.1
(a) A force of 20 000 N acts on the raft in the direction of the arrow shown in Fig. 2.1.
(i) State the name given to the force shown in Fig. 2.1.
.......................................................................................................................................[1]
sail
800 N 1200 N
Fig. 2.2
Fig. 2.2 shows the horizontal forces acting on the raft at one moment.
Calculate the resultant horizontal force acting on the raft and state the direction of this force.
force = ............................................................ N
direction = ...........................................................[2]
[Total: 6]
© UCLES 2018 0625/31/O/N/18 [Turn over
4
8.0 m 5.0 m
counterweight
pivot
80 000 N
tower
load
Fig. 3.1
(a) The counterweight has a weight of 80 000 N. This acts at a distance of 5.0 m from the pivot, as
shown in Fig. 3.1.
Calculate the moment of the counterweight about the pivot. Give the unit.
moment = ...........................................................[3]
(b) The tower crane in Fig. 3.1 balances horizontally when holding the load W.
[Total: 6]
4 A student draws diagrams that represent three states of matter, as shown in Fig. 4.1.
Box B shows the arrangement of particles in a liquid.
Fig. 4.1
(b) Write the correct term for each change of state below each arrow in Fig. 4.2.
[2]
Fig. 4.2
(c) A wet beaker is in a warm room. After several hours the beaker is dry.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 7]
5 A tidal barrage (dam) produces electricity using tides. Fig. 5.1 shows a diagram of a tidal barrage
(simplified).
high tide
barrage low tide barrage
flow of
flow of water
water river river
ocean ocean
turbine turbine
Fig. 5.1
(a) The water behind the barrage (dam) is a store of energy. State the name of this stored energy.
...............................................................................................................................................[1]
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 4]
6 (a) Some materials are poor conductors of thermal energy (heat energy).
State the term that describes materials that are poor conductors of thermal energy.
...............................................................................................................................................[1]
Draw a ring around each material that is a good conductor of thermal energy.
(c) A student has two rods made of different materials. The rods are the same size.
Describe an experiment to identify which material is the better conductor of thermal energy.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 5]
7 Fig. 7.1 shows the electromagnetic spectrum. One type of radiation is not labelled.
Fig. 7.1
(a) (i) On Fig. 7.1, add the label for the missing type of radiation. [1]
State the name of the property that is increasing in the direction of the arrow.
.......................................................................................................................................[1]
(iii) Compare the speeds of radio waves and visible light in a vacuum.
.......................................................................................................................................[1]
(b) (i) Describe how X-rays are used for security in airports.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) Explain the properties of X-rays that make them useful in airport security.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 7]
tuning fork
wooden block
Fig. 8.1
(i) The tuning fork is hit against the wooden block and then makes a sound.
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) The tuning fork produces a sound with a frequency of 659 Hz.
State whether a healthy human ear can hear this frequency of sound. Explain your
answer.
...........................................................................................................................................
.......................................................................................................................................[2]
(b) Fig. 8.2 represents the sound wave produced by a tuning fork.
time
Fig. 8.2
Compared with the sound represented in Fig. 8.2, this sound is quieter and has half the
frequency.
On Fig. 8.2, draw the wave to show the sound produced by the second tuning fork. [2]
[Total: 5]
© UCLES 2018 0625/31/O/N/18 [Turn over
10
(a) The student uses a dry cloth to rub a plastic rod. The rod becomes positively charged.
Explain how the friction between the rod and the cloth causes the rod to become positively
charged.
Use your ideas about the movement of charge.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(b) The student suspends a balloon from an insulating thread, as shown in Fig. 9.1.
insulating thread
balloon
Fig. 9.1
Explain how the student can use a positively charged rod to determine the charge on the
balloon.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
[Total: 5]
BLANK PAGE
The student draws an incomplete diagram of the circuit, as shown in Fig. 10.1.
open
switch
variable
resistor
Fig. 10.1
(ii) Describe how the student could use the circuit to determine a reliable value for the
resistance of R.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[4]
0.4 A
20 Ω
Fig. 10.2
A second 20 Ω resistor is connected in series with the first. State and explain how this affects
the current in the circuit.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 11]
11 (a) A student has a model electric railway. The model railway uses a step-down transformer.
The input voltage is 230 V. The transformer has 1710 turns on the input coil and 90 turns on
the output coil.
Describe the differences in the coil arrangement for the two types of transformer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
(c) Explain the advantage of transmitting electricity at high voltages, rather than at low voltages.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 7]
.......................................................................................................................................[1]
.......................................................................................................................................[1]
.......................................................................................................................................[1]
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Scientists use carbon-14 to estimate the age of wood that is very old.
[Total: 9]
© UCLES 2018 0625/31/O/N/18
16
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory October/November 2018
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be seen specifically
in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers must be seen
in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer are not written
down by the candidate, provided subsequent working gives evidence that they must have known it. For example, if an equation carries a
C mark and the candidate does not write down the actual equation but does correct substitution or working which shows he knew the equation,
then the C mark is scored. A C mark is not awarded if a candidate makes two points which contradict each other. Points which are wrong but
irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark to be scored. A
marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for A marks, is correct, with the
correct unit and an acceptable number of significant figures, all the marks for that question are normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the marks do not
depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However, do not allow
ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor / transistor / transformer.
Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by the candidate, i.e.
right plus wrong penalty applies.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in particular circumstances be applied in non-numerical
questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value forward to subsequent stages of
working, marks indicated by ecf may be awarded, provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate from being penalised more than once for a particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any exceptions to this general rule will be specified in the mark
scheme.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one. Regard a power-of-ten error as an arithmetic error.
Transcription Deduct one mark if the only error in arriving at a final answer is because previously
errors calculated data has clearly been misread but used correctly.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be marked as if it had not been crossed out.
Use of NR Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.
(constant) deceleration OR speed decreases OR slows (down after 80 s) OR stops after 100 s B1
40 (m) A1
5.2 (m / s) A1
2(a)(i) weight B1
2(a)(ii) W=m×g C1
m = 20 000 ÷ 10 C1
2000 (kg) A1
2(b) 400 (N) B1
400 000 A1
Nm B1
3(b) c.w. moment = a.c.w moment OR moment of load = moment of counterweight OR 5.0 × 80 000 = load × 8.0 C1
50 000 (N) A1
6(a) insulator(s) B1
6(c) (one end of both rods) placed in same (type of) heat source B3
means of detecting raised temperature e.g. wax covered rods OR pins attached to rods with wax
outcome explained e.g. wax melted further / first on better conductor
7(a)(ii) wavelength B1
7(a)(iii) (visible light and radio waves) / (they have) the same (speed) B1
8(a)(i) vibrates B1
8(a)(ii) Yes B1
9(a) electrons B1
ammeter B1
voltmeter B1
BUT (circuit) resistance doubles / becomes 40 Ω (award two marks as assumes previous (1st) marking point) B1
(current) decreases B1
BUT(current) halves / becomes 0.2 A (award two marks as assumes previous (3rd) marking point) B1
12 (V) A1
11(b) In a step-down transformer there are fewer turns on secondary / output coil (than on primary / input coil) B2
In a step-up transformer there are more turns on secondary / output coil (than on primary / input coil)
12(a) 1. 6 B1
2. 6 B1
3. 8 B1
5700 × 3 C1
17 100 (years) A1
PHYSICS 0625/41
Paper 4 Theory (Extended) October/November 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/SW) 151945/4
© UCLES 2018 [Turn over
2
At time t = 0 s, a resultant force acts on the train and it starts to accelerate forwards.
Fig. 1.1 is the distance-time graph for the train for the first 120 s.
5000
distance / m
4000
3000
2000
1000
0
0 20 40 60 80 100 120
time t / s
Fig. 1.1
speed = ...........................................................[2]
(ii) Describe how the acceleration of the train at time t = 100 s differs from the acceleration
at time t = 20 s.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
Calculate the resultant force that acts on the train at this time.
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
2 Fig. 2.1 shows a uniform plank AB of length 2.0 m suspended from two ropes X and Y.
P Q
1.5 m
rope X rope Y
A B
0.5 m
W = 210 N
Fig. 2.1
The weight W of the plank is 210 N. The force in rope X is P. The force in rope Y is Q.
...............................................................................................................................................[1]
(b) Calculate:
moment = ...........................................................[1]
force P = ...........................................................[2]
force Q = ...........................................................[2]
[Total: 6]
...................................................................................................................................................
...............................................................................................................................................[1]
ball
Fig. 3.1
(i) State the energy changes that take place from when the girl begins to exert a force on
the ball until the ball hits the ground and stops moving.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
(ii) The mass of the ball is 4.0 kg. The girl exerts a force on the ball for 0.60 s. The speed of
the ball increases from 0 m / s to 12 m / s before it leaves the girl’s hand.
Calculate:
momentum = ...........................................................[2]
[Total: 7]
© UCLES 2018 0625/41/O/N/18 [Turn over
6
cylinder
liquid
Fig. 4.1
The depth of the liquid is 10 cm and the radius of the cylinder is 3.0 cm. The weight of the
liquid in the cylinder is 2.5 N.
density = ...........................................................[3]
(b) Fig. 4.2 shows a device that measures the pressure of a gas supply.
gas supply
liquid
Fig. 4.2
(ii) The difference h between the two liquid levels is 2.0 cm. The density of the liquid is
800 kg / m3.
Calculate the difference between the pressure of the gas and atmospheric pressure.
(iii) A similar device with a tube of smaller cross-sectional area is connected to a gas supply
at the same pressure.
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 8]
5 (a) (i) In the space below, draw a labelled diagram of the structure of a thermocouple
thermometer. Include the device from which a reading is taken.
[3]
(ii) A thermocouple thermometer is used to measure the temperature of the flame of a small
candle.
State two reasons why the thermocouple thermometer is suitable for this application.
1. .......................................................................................................................................
...........................................................................................................................................
2. .......................................................................................................................................
...........................................................................................................................................
[2]
(b) State and explain any effect on the sensitivity of a liquid-in-glass thermometer of:
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[2]
[Total: 9]
6 (a) State three factors that determine the rate of evaporation of water.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
3. ...............................................................................................................................................
[3]
(b) A person climbs out of a swimming pool and stands in the open air.
Explain why evaporation of water from the surface of the person’s body causes the person to
feel cold.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 5]
7 (a) A laser produces a beam of monochromatic light. State what is meant by the term
monochromatic.
...............................................................................................................................................[1]
(b) A wave, in air, is incident on a glass block. Fig. 7.1 shows the wavefronts at the air-glass
boundary. The arrow shows the direction of travel of the wavefronts.
direction of
travel of
wavefronts
air
glass
Fig. 7.1
(c) A transverse wave is produced in a long, horizontal rope. The rope is much longer than the
wavelength of the wave.
In the space below, sketch a diagram to show the appearance of the rope as the wave passes
along it. Label two important features of the wave.
[2]
[Total: 9]
© UCLES 2018 0625/41/O/N/18
11
8 A vibrating source on a ship produces a sound wave that travels through the ocean. The wave
produced is a longitudinal wave.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
...................................................................................................................................... [1]
(ii) Using your value from (b)(i), calculate the wavelength of the sound wave in the ocean.
wavelength = ...........................................................[2]
[Total: 6]
12 V
Fig. 9.1
(a) Two lamps are connected in parallel with the battery. On Fig. 9.1, using the correct symbols,
complete the circuit diagram. [1]
current = ...........................................................[1]
power = ...........................................................[2]
energy = ...........................................................[3]
[Total: 7]
10 A transformer consists of two coils of wire wound on a metal core. Fig. 10.1 represents the
transformer.
core
Fig. 10.1
(a) State the name of the metal from which the core is made.
...............................................................................................................................................[1]
(b) The primary coil of the transformer is connected to the output voltage of an a.c. generator
which supplies an alternating current.
(i) Explain why there is a voltage between the two terminals of the secondary coil.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) There are 560 turns on the primary coil and 910 turns on the secondary coil of the
transformer. The voltage between the two terminals of the secondary coil is 78 V.
(c) Transformers are used to increase the voltage when electrical energy is transmitted in cables
across long distances.
Explain why power losses in the cables are lower when the voltage is high.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
Fig. 11.1
Use any data you need from Fig. 11.1 to write down the nuclide equation for this decay.
[4]
(b) A radioactive sample is placed close to a detector. The radioactive isotope in the sample has
a long half-life. The detector records a count rate of 597 counts / s.
Fig. 11.2 shows the readings when different materials are placed between the radioactive
sample and the detector.
count rate
material
counts / s
a sheet of paper 602
a piece of thin aluminium 598
a piece of thin lead 510
Fig. 11.2
Explain whether any α-particles, β-particles or γ-rays are emitted by the radioactive sample.
α-particles .................................................................................................................................
...................................................................................................................................................
β-particles .................................................................................................................................
...................................................................................................................................................
γ-rays ........................................................................................................................................
...................................................................................................................................................
[3]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory October/November 2018
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be seen specifically
in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers must be seen
in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they refer are not written
down by the candidate, provided subsequent working gives evidence that they must have known it. For example, if an equation carries a
C mark and the candidate does not write down the actual equation but does correct substitution or working which shows he knew the equation,
then the C mark is scored. A C mark is not awarded if a candidate makes two points which contradict each other. Points which are wrong but
irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark to be scored. A
marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for A marks, is correct, with the
correct unit and an acceptable number of significant figures, all the marks for that question are normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the marks do not
depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However, do not allow
ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor / transistor / transformer.
Not/NOT This indicates that an incorrect answer is not to be disregarded, but cancels another otherwise correct alternative offered by the candidate, i.e.
right plus wrong penalty applies.
ecf meaning "error carried forward" is mainly applicable to numerical questions, but may in particular circumstances be applied in non-numerical
questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value forward to subsequent stages of
working, marks indicated by ecf may be awarded, provided the subsequent working is correct, bearing in mind the earlier mistake. This
prevents a candidate from being penalised more than once for a particular mistake, but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ≥ 2. Any exceptions to this general rule will be specified in the mark
scheme.
Units Deduct one mark for each incorrect or missing unit from an answer that would otherwise gain all the marks available for that answer:
maximum 1 per question. No deduction is incurred if the unit is missing from the final answer but is shown correctly in the working.
Unless listed here or stated in the mark scheme for the question, do not accept derived units e.g. kg m / s2 for N is NOT acceptable.
The following are acceptable alternatives: N m for J, J / s or N m / s for W, N / m2 for Pa, N s and kg m / s are both acceptable for momentum
and impulse. Beware: J is NOT acceptable for moments.
Condone wrong use of upper and lower case symbols e.g. pA for Pa.
Annotate with U. For more than one unit error in a question, underline with a wavy line to indicate an error which has not been penalised.
Arithmetic errors Deduct one mark if the only error in arriving at a final answer is clearly an arithmetic one. Regard a power-of-ten error as an arithmetic error.
Transcription Deduct one mark if the only error in arriving at a final answer is because previously
errors calculated data has clearly been misread but used correctly.
Crossed out work Work which has been crossed out and not replaced but can easily be read, should be marked as if it had not been crossed out.
Use of NR Use this if the answer space for a question is completely blank or contains no readable words, figures or symbols.
1(a)(ii) At t = 20 s, acceleration > zero / acceleration is taking place / greater acceleration than at 100 s B1
4.2 × 105 N A1
2(a) P × 1.5 B1
140 N A1
2(b)(iii) P + Q = 210 OR 140 + Q = 210 OR Q × 1.5 = 210 × 0.5 OR Q = 210 × 0.5 / 1.5 OR P × 0.5 = Q C1
Q = 70 N A1
48 kg m / s or N s A1
80 N A1
OR
volume = (π × 32 × 10 =) 280 cm3
OR
ρ = F / A = hρg
= 890 kg / m3
4(b)(i) manometer B1
160 Pa A1
In glass, at least 3 wavefronts parallel to each other AND continuous with incident wavefronts, unless drawn to right of B1
incident wavefronts.
At smaller angle with surface than incident wavefronts and rotated clockwise compared to incident wavefronts B1
9(a) 2 lamps with correct circuit symbol, in parallel, with correct connection to battery B1
9(b)(ii) (P =) IV OR 2.0 × 12 C1
OR (C1)
(P =) I2R OR 2.02 × 6.0
OR (C1)
(P =) V2 / R OR 122 / 6.0
24 W A1
= 36 × 20 × 60 × 60 C1
= 2.6 × 106 J A1
Alternating / changing (magnetic) field in core (and in secondary coil) OR (magnetic) field lines / flux link secondary B1
48 V A1
(Power loss from cables =) I2R so lower current means less power loss OR less heat loss B1
11(a) 14 B1
C on left-hand side
6
14 14 B1
on right-hand side (ignoring letter after or before )
7 7
14 B1
N after on right-hand side
7
0 0 B1
+ e on right-hand side OR – e on left-hand side
−1 −1
PHYSICS 0625/51
Paper 5 Practical Test October/November 2018
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 9 9 9 8 1 6 8 4 5 8 *
If you have any queries regarding these Confidential Instructions, please contact Cambridge stating the Centre
number, the nature of the query and the syllabus number quoted above.
email info@cie.org.uk
phone +44 1223 553554
fax +44 1223 553558
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/SG) 151995/3
© UCLES 2018 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. This teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Supervisor’s Report printed on pages 7 and 8) a
brief description of the apparatus supplied, mentioning any points that are likely to be of importance
to the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Confidential Instructions. If a candidate breaks any of the apparatus, or loses any of
the material supplied, the matter should be rectified and a note made in the Supervisor’s Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested
that candidates spend about 20 minutes on each of questions 1 to 3 and about 15 minutes on
question 4.
Assistance to candidates
The purpose of the Physics Practical Test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such a
candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked to
cooperate with the Examiners to the extent of being ready to give (or allow the physics teacher to give)
a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to the candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Expendable spring, approximately 55 mm overall length (including loops) × 15 mm diameter,
capable of supporting at least 500 g without overstretching (e.g. Philip Harris expendable
steel spring, www.philipharris.co.uk ). See note 1.
(ii) Metre rule, graduated in mm.
(iii) A 300 g mass. See note 2.
(iv) 2 clamps, 2 bosses and a stand. See note 3.
(v) A pin mounted in a cork. See note 3.
(vi) Stopwatch.
(vii) Spare springs should be available.
Notes
1. When the spring is suspended from the clamp and is supporting the 300 g mass, it must be capable
of executing at least 10 oscillations when given a small vertical displacement.
2. If slotted masses are available these can be used. Candidates should be provided with a mass of
300 g, including a mass hanger.
spring
pin in cork
bench
Fig. 1.1
Action at changeover
Check that the apparatus is set up ready for the next candidate, as shown in Fig. 1.1.
Replace the spring if it has been overstretched.
Question 2
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V–3 V. Where candidates are provided with a power supply
with a variable output voltage, the voltage must be set by the Supervisor and fixed (e.g.
taped). See note 2.
(ii) Switch. The switch may be an integral part of the power supply.
(iii) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 3.
(iv) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 3.
(v) Approximately 105 cm of straight, bare constantan (Eureka) wire, diameter 0.45 mm (26 swg)
or 0.38 mm (28 swg) or 0.32 mm (30 swg), taped to a metre rule only between the 3 cm and
7 cm marks and between the 93 cm and 97 cm marks. The end of the wire at the zero end of
the rule is to be labelled P. See note 4.
(vi) Two suitable terminals (e.g. crocodile clips) attached to the constantan wire at the ends of the
metre rule so that connections can be made to the circuit shown in Fig. 2.1.
(vii) Sliding contact, labelled C. This may be a jockey or a small screwdriver connected to a lead
by means of a crocodile clip.
(viii) Sufficient connecting leads to set up the circuit shown in Fig. 2.1.
Notes
power supply
Fig. 2.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells should be available.
3. Either analogue or digital meters are suitable. Any variable settings should be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
4. The wire must be attached to the metre rule as shown in Fig. 2.2.
P tape tape
Fig. 2.2
Action at changeover
Check that the circuit is arranged as shown in Fig. 2.1 and Fig. 2.2.
Check that the circuit works. Switch off.
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
(i) Sheet of plain A4 paper (per candidate) with a hole in one corner so that it can be tied into the
Question Booklet.
(ii) Rectangular, transparent glass or Perspex block, 10 cm × 6 cm × 1.5 cm or similar size.
(iii) 4 optics pins.
(iv) Pin board e.g. a cork mat, A4 size or larger.
(v) Protractor (candidates may use their own).
(vi) 50 cm or 30 cm ruler, graduated in mm (candidates may use their own).
(vii) String or treasury tag (per candidate) to tie the ray-trace sheet ( (i) above) into the Question
Booklet.
Notes
Action at changeover
Supply a sheet of plain A4 paper (as in (i) ) and string or a treasury tag (as in (vii) ).
Question 4
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
SUPERVISOR’S REPORT
General
The Supervisor is invited to give details of any difficulties experienced by particular candidates giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
A list by name and candidate number of candidates requiring help, with details of the help provided.
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
SIGNED ......................................................
Supervisor
PHYSICS 0625/51
Paper 5 Practical Test October/November 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/SG) 151996/4
© UCLES 2018 [Turn over
2
1 In this experiment, you will determine the spring constant k of a spring by two methods.
Carry out the following instructions, referring to Fig. 1.1 and Fig. 1.2.
Method 1
l0 = ....................................................mm [1]
(b) Hang the 300 g mass on the spring, as shown in Fig. 1.1.
spring
pin in cork
bench
Fig. 1.1
l = ....................................................mm [1]
(ii) Use the equation e = (l – l0) to calculate the extension e of the spring.
e = ....................................................mm [1]
F
(iii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
k = ............................................... N / mm [1]
Method 2
(c) Adjust the position of the lower clamp so that the pin is level with the bottom of the mass when
the mass is not moving. Pull the mass down about 1.5 cm and release it so that it oscillates
up and down. Fig. 1.2 shows one complete oscillation.
bench
Fig. 1.2
(i) Measure the time t taken for 10 complete oscillations. Start the stopwatch as the bottom
of the mass passes the pin.
t = ........................................................ s [1]
T = ............................................................. s
2. Calculate T 2.
T 2 = ...............................................................
[1]
0.040 m
(iii) Calculate the spring constant k using the equation k = , where m = 0.300 kg.
T2
k = ............................................... N / mm [1]
(d) State and explain briefly whether your two values for k are the same within the limits of
experimental accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(e) A student states that repeating Method 1 with different masses would improve the reliability of
the value obtained for k.
Suggest additional values for the mass m that you would use when repeating the experiment
to improve the reliability.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 11]
BLANK PAGE
power supply
l
P
sliding wire
contact C
V
Fig. 2.1
(a) (i) Carry out the following instructions, referring to Fig. 2.1.
• Switch on.
I = ...........................................................[1]
• Repeat the procedure using l values of 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
• Switch off.
Table 2.1
l / cm V/V
20.0
40.0
60.0
80.0
100.0
[2]
(b) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0,0).
[4]
(c) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
Gk
(ii) Calculate the resistance R of each centimetre of the wire. Use the equation R = ,
I
where k = 1.0 V / cm and I is the current recorded in (a)(i). Include the unit.
R = ...........................................................[2]
[Total: 11]
© UCLES 2018 0625/51/O/N/18 [Turn over
8
3 In this experiment, you will determine the refractive index n of the material of a transparent block.
hole N
A F B
D G C
eye
Fig. 3.1
(a) Carry out the following instructions, using the separate ray-trace sheet provided. Refer to
Fig. 3.1 for guidance.
• Place the transparent block, largest face down, on the ray-trace sheet supplied. The
block should be approximately in the middle of the paper.
• Remove the block and draw the normal NL at the centre of side AB. Continue the normal
so that it passes through side CD of the block.
(b) • Draw the line EF at an angle i = 30° to the normal as shown in Fig. 3.1.
• Place two pins P1 and P2 on line EF at a suitable distance apart for this experiment.
• Replace the block and look from the position of the eye shown in Fig. 3.1, to observe
the images of P1 and P2 through side CD of the block. Adjust your line of sight until the
images of P1 and P2 appear one behind the other.
• Place two pins P3 and P4 between your eye and the block so that P3, P4, and the images
of P1 and P2 seen through the block, appear one behind the other.
• Draw a line joining the positions of P3 and P4. Continue the line until it meets the normal
NL.
• Label the point H where the line meets side CD. Draw the line FH.
[1]
(c) (i) Measure and record the length a of the line GH.
a = ...........................................................[1]
b = ...........................................................[1]
0.50b
(iii) Calculate the refractive index n using the equation n = .
a
n = ...........................................................[2]
a = ...............................................................
b = ...............................................................
[1]
0.71b
(ii) Calculate the refractive index n using the equation n = .
a
n = ...........................................................[1]
(e) A student carries out this experiment with care and expects the two values of refractive index
n obtained in this experiment to be equal.
State two difficulties with this type of experiment that could explain any difference in the two
values of n.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
Tie your ray-trace sheet into this Question Booklet between pages 10 and 11.
BLANK PAGE
4 A student is investigating the relationship between the power produced by an electrical heater and
the time taken to heat a beaker of water. The power of the heater is given by the equation P = VI,
where V is the potential difference (p.d.) across the heater and I is the current in the heater.
Plan an experiment to investigate the relationship between the power produced by an electrical
heater and the time taken to heat a beaker of water.
ammeter
voltmeter
0–12 V variable power supply
250 cm3 beaker
heater
thermometer
stopwatch
The student can also use other apparatus and materials that are usually available in a school
laboratory.
You should:
• complete the diagram in Fig. 4.1 to show the circuit that you would use
• draw a table with column headings, to show how you would display your readings (you
are not required to enter any readings in the table)
beaker
heater water
Fig. 4.1
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
© UCLES 2018 0625/51/O/N/18 [Turn over
14
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(c)(i) t sensible 1
Idea of within (or beyond) limits of experimental accuracy explained, e.g. close enough, very close, too far apart 1
V values increasing 1
2(b) Graph:
Suitable scales 1
Unit Ω / cm OR Ω 1
3(a) Ray-trace:
Normal at centre of AB 1
3(b) Ray-trace: 1
P1 and P2 at minimum distance apart of 5.0 cm
n = 1.35 to 1.64 1
3(d)(i) Second set of lines seen on trace in approximately correct positions and a and b recorded 1
4 MP1 Workable, correct circuit diagram with power source and correct symbols for ammeter and voltmeter. 1
Method to include:
MP6 Table with clear columns for time, V and I, with appropriate units and P (or VI) 1
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2018
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SC/CGW) 152085/3
© UCLES 2018 [Turn over
2
Method 1
(a) On Fig. 1.1, measure the unstretched length l 0 of the spring, in mm.
spring l0
Fig. 1.1
l 0 = ................................................. mm [1]
(b) The student attaches the spring to the clamp as shown in Fig. 1.2.
spring
clamp holding
cork
300 g mass
pin in cork
bench
Fig. 1.2
l = ......................................................
53 mm
© UCLES 2018 0625/61/O/N/18
3
e = ................................................. mm [1]
F
(ii) Calculate a value for the spring constant k using the equation k = , where F = 3.0 N.
e
k = ............................................ N / mm [1]
Method 2
(c) The student pulls the mass down a short distance and releases it so that it oscillates up and
down. Fig. 1.3 shows the time t taken for 10 complete oscillations.
00:03. 46
Fig. 1.3
t = ........................................................ [1]
T = .............................................................
2. Calculate T 2.
T 2 = .............................................................
[2]
k = ............................................ N / mm [1]
(d) State and explain whether your two values for k are the same within the limits of experimental
accuracy.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
[2]
(e) A student states that repeating Method 1 with different masses would improve the reliability of
the value obtained for k.
Suggest additional values for the mass m that you would use when repeating the experiment
to improve the reliability.
...................................................................................................................................................
...................................................................................................................................................
.............................................................................................................................................. [2]
[Total: 11]
BLANK PAGE
power supply
P
sliding
contact C wire
V
Fig. 2.1
(a) Record the current I in the circuit, as shown on the ammeter in Fig. 2.2.
I = ........................................................ [1]
0.4 0.6 2 3
0.2 0.8 1 4
0 1.0 0 5
A V
(b) The student places the sliding contact C at a distance l = 20.0 cm from P. The voltmeter
reading is shown in Fig. 2.3. Record the voltmeter reading in Table 2.1 for l = 20.0 cm. [1]
(c) The student repeats the procedure using values of l = 40.0 cm, 60.0 cm, 80.0 cm and 100.0 cm.
The readings are shown in Table 2.1.
Table 2.1
l/ V/
20.0
40.0 0.9
60.0 1.6
80.0 2.0
100.0 2.4
(d) Plot a graph of V / V (y-axis) against l / cm (x-axis). Start both axes at the origin (0, 0).
[4]
(e) (i) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ........................................................ [2]
Gk
(ii) Calculate the resistance R of each centimetre of the wire. Use the equation R = ,
I
where k = 1.0 V / cm and where I is the current recorded in (a).
R = ........................................................ [2]
[Total: 11]
BLANK PAGE
A B
D C
P3
P4
eye
Fig. 3.1
(ii) Draw a line EF at an angle i = 30° to the left of the normal and above side AB. [1]
(iii) Mark the positions of two pins P1 and P2 on line EF placed at a suitable distance apart
for this type of ray-tracing experiment. [1]
(b) The student observes the images of P1 and P2 through side CD of the block so that the
images of P1 and P2 appear one behind the other.
He places two pins P3 and P4 between his eye and the block so that P3, P4 and the images of
P1 and P2 seen through the block, appear one behind the other.
(i) • Draw a line joining the positions of P3 and P4. Continue the line until it meets the
normal NL.
• Label the point H where the line meets side CD. Draw the line FH.
[1]
a = ........................................................ [1]
b = ........................................................ [1]
0.5b
(iv) Calculate the refractive index n using the equation n = .
a
n = ........................................................ [1]
(c) The student repeats the procedure using the angle of incidence i = 45°.
3.2
a = ....................................................... cm
6.9
b = ....................................................... cm
0.71b
Calculate the refractive index n, using the equation n = .
a
n = ........................................................ [1]
(d) The student expected the two values of refractive index n obtained in this experiment to be
equal.
State two difficulties with this type of experiment that could explain any difference in the two
values of n.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(e) A student suggests precautions to take in this experiment to obtain reliable results.
Tick one box to indicate the most sensible suggestion.
Use pins that are taller than the height of the block.
[Total: 11]
BLANK PAGE
4 A student is investigating the relationship between the power produced by an electrical heater and
the time taken to heat a beaker of water. The power of the heater is given by the equation P = VI,
where V is the potential difference (p.d.) across the heater and I is the current in the heater.
Plan an experiment to investigate the relationship between the power produced by an electrical
heater and the time taken to heat a beaker of water.
ammeter
voltmeter
0–12 V variable power supply
250 cm3 beaker
heater
thermometer
stopwatch
The student can also use other apparatus and materials that are usually available in a school
laboratory.
You should:
• complete the diagram in Fig. 4.1 to show the circuit that you would use
• draw a table with column headings, to show how you would display your readings (you
are not required to enter any readings in the table)
beaker
Fig. 4.1
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..........................................................................................................................................................
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..........................................................................................................................................................
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© UCLES 2018 0625/61/O/N/18 [Turn over
16
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
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..................................................................................................................................................... [7]
[Total: 7]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(a) l0 = 22 (mm) 1
1(c)(i) t = 3.46 (s) 1
units s and s2 1
1(c)(iii) k = 0.1 1
Idea of within (or beyond) limits of experimental accuracy explained, e.g. close (enough), very close, nearly the same; (too) 1
far apart
2(a) I = 0.48 1
2(b) V = 0.5 1
2(c) cm, V 1
2(d) Graph: 1
Suitable scale 1
Unit Ω / cm OR Ω 1
3(b)(iii) b in range 55 mm to 56 mm and both a and b with correct unit 1
4 MP1 Workable, correct circuit diagram with power source and correct symbols for ammeter and voltmeter. 1
Method to include:
MP4 Measuring time to raise water temperature by a specific amount or to a specific value 1
MP6 Table with clear columns for time, V and I, with appropriate units and P(or VI) 1
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8871621324*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB18 06_0625_11/3RP
© UCLES 2018 [Turn over
2
cotton
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
When the length of cotton is wound closely around a pen, it goes round six times.
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
4 Diagram 1 shows a beam balance. A beaker with a wire loop balances the standard masses.
The beaker is then removed and hung from a spring. The spring extends by 5.0 cm, as in
diagram 2.
diagram 1 diagram 2
beaker with
wire loop
attached
The experiment is repeated with the same apparatus on the Moon, where the acceleration of free
fall is less than on Earth.
A The beam balance is balanced and the spring extends by 5.0 cm.
B The beam balance is balanced and the spring extends by less than 5.0 cm.
C The right-hand balance pan is higher and the spring extends by 5.0 cm.
D The right-hand balance pan is higher and the spring extends by less than 5.0 cm.
5 An empty beaker is placed on a top-pan balance. Some water is now poured into the beaker.
0.062 kg 0.106 kg
6 Three liquids P, Q and R have different densities and do not mix. The liquids are placed in a
measuring cylinder and allowed to settle. A small block is then dropped into the measuring
cylinder and comes to rest, as shown.
Q
block
25
cm3
20
15
10
8 A car is moving in a straight line on a level road. Its engine provides a forward force on the car. A
second force of equal size acts on the car due to resistive forces.
9 A hole is drilled in a square tile. The diagram shows the tile hanging freely on a nail.
A
nail
tile
D
B
C
A fossil fuel
B sunlight
C tides
D wind
Which row indicates that the student is now doing twice as much work?
A is doubled is doubled
B is doubled is halved
C stays the same is doubled
D stays the same is halved
13 Four identical beakers are filled with equal volumes of liquids P or Q, as shown. Liquid P is more
dense than liquid Q.
liquid P B liquid Q D
A C
14 A woman has a weight of 600 N. She stands on a horizontal floor. The area of her feet in contact
with the floor is 0.050 m2.
A 1.2 × 103 N / m2
B 2.4 × 103 N / m2
C 1.2 × 104 N / m2
D 2.4 × 104 N / m2
A Some water evaporates from the cloth so the remaining water becomes cooler.
B The water has a very high thermal capacity.
C The water insulates the milk from the warm air around it.
D Water is always colder than the air around it.
The piston is pushed inwards and the volume of the air is reduced.
Which row describes how the average speed of the air molecules and the average distance
between them changes?
A increases decreases
B increases unchanged
C unchanged decreases
D unchanged increases
17 A wooden wheel can be strengthened by putting a tight circle of iron around it.
wooden wheel
iron circle
Which action would make it easier to fit the circle over the wood?
Which values should she use for the lower fixed point and for the upper fixed point?
19 Which row gives the correct name for each change of state shown?
change of state
gas to liquid liquid to solid solid to liquid
20 On a cold day, a metal front-door knob X and a similar plastic knob Y are at the same
temperature.
displacement
B
A C
0
0 distance
24 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s light.
Sun’s
scout P light
mirror
scout Q
A B C D
mirror Sun’s Sun’s Sun’s Sun’s
light light light light
25 The diagram shows the electromagnetic spectrum. The numbers indicate the approximate
wavelength at the boundaries between the various regions of the spectrum.
P Q R S T U V
1m 10–3 m 7 × 10–7 m 4 × 10–7 m 10–8 m 10–11 m
Which range of frequencies can be heard both by humans with good hearing and by dolphins?
A 20 Hz–150 Hz
B 20 Hz–150 kHz
C 20 kHz–150 kHz
D 150 Hz–20 kHz
permanent
S N P Q soft iron bar
magnet
end P end Q
A N N
B N S
C S N
D S S
A copper
B iron
C magnesium
D steel
29 The diagram shows a cell connected to three resistors R1, R2 and R3.
position 1 position 4
R1 R2
position 2 position 3
R3
30 A plastic rod is rubbed with a cloth. The rod becomes positively charged.
What happens to the plastic rod and what is the charge on the cloth?
31 A student measures the potential difference across a device and the current in the device.
32 The diagram shows three identical resistors, three ammeters and a battery, connected in a
circuit.
ammeter 1 A ammeter 2
A
A
ammeter 3
What is the order of the magnitudes of the readings on the ammeters from smallest to largest?
V voltmeter P
X
V voltmeter Q
The sliding connection at point X is moved towards the top of the diagram.
reading on P reading on Q
A decreases decreases
B decreases increases
C increases decreases
D increases increases
A A strong magnet that is held stationary near a stationary conductor causes a greater effect
than a weak magnet.
B The effect occurs when a magnet and a conductor are both moved with the same speed and
in the same direction.
C The effect occurs when a magnet is moved away from a nearby conductor.
D The effect only occurs when a magnet is moved towards a conductor.
36 An electrical device changes the voltage of an electrical supply from 240 V a.c. to 20 V a.c.
A a generator
B a relay
C a transformer
D a voltmeter
37 In the atomic model, an atom consists of a central mass, orbited by much smaller particles.
orbiting central
particle mass
What is the name of the central mass and of the orbiting particles?
A neutron α-particles
B neutron electrons
C nucleus α-particles
D nucleus electrons
Which atom has more electrons, and which atom has more protons?
A argon argon
B argon potassium
C potassium argon
D potassium potassium
40 An explosion in a nuclear reactor spread the isotope caesium-137 across a large area.
Ninety years after the explosion, the quantity of caesium-137 present will be 12.5% of its original
level.
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) May/June 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 D 1
3 C 1
4 B 1
5 D 1
6 C 1
7 A 1
8 B 1
9 D 1
10 D 1
11 A 1
12 C 1
13 D 1
14 C 1
15 A 1
16 C 1
17 B 1
18 B 1
19 B 1
20 B 1
21 A 1
22 B 1
23 A 1
24 A 1
25 B 1
26 D 1
27 C 1
28 B 1
29 A 1
30 C 1
31 C 1
32 D 1
33 D 1
34 B 1
35 C 1
36 C 1
37 D 1
38 D 1
39 C 1
40 C 1
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2018
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*7516764361*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB18 06_0625_21/3RP
© UCLES 2018 [Turn over
2
cotton
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
When the length of cotton is wound closely around a pen, it goes round six times.
2 When does an object falling vertically through the air reach terminal velocity?
A B
distance distance
0 0
0 time 0 time
C D
speed speed
0 0
0 time 0 time
4 Diagram 1 shows a beam balance. A beaker with a wire loop balances the standard masses.
The beaker is then removed and hung from a spring. The spring extends by 5.0 cm, as in
diagram 2.
diagram 1 diagram 2
beaker with
wire loop
attached
The experiment is repeated with the same apparatus on the Moon, where the acceleration of free
fall is less than on Earth.
A The beam balance is balanced and the spring extends by 5.0 cm.
B The beam balance is balanced and the spring extends by less than 5.0 cm.
C The right-hand balance pan is higher and the spring extends by 5.0 cm.
D The right-hand balance pan is higher and the spring extends by less than 5.0 cm.
5 An object always has mass but does not always have weight.
What must be present and acting on the mass for it to have weight?
A a gravitational field
B a set of scales
C displaced water
D friction due to air resistance
6 A force acting on a moving ball causes its motion to change. This force stays constant.
What makes the force produce a greater change in the motion of the ball?
balloon
45 40 35 30 25 20 15 10 5
P
cm
mass
The balloon is filled with helium, a gas less dense than air, so that it applies an upward force on
the rod.
8 A car is moving in a straight line on a level road. Its engine provides a forward force on the car. A
second force of equal size acts on the car due to resistive forces.
A mass × acceleration
C mass × velocity
D 1
2 × mass × (velocity)2
11 A ball of mass 1.2 kg is dropped from a height of 30 m. As it falls, 25% of its initial gravitational
potential energy is transferred to thermal energy.
What is the kinetic energy of the ball just before it hits the ground?
A 27 J B 90 J C 270 J D 360 J
12 A girl hangs by her hands from a bar in the gymnasium. She pulls herself up until her chin is level
with the bar.
A 6.0 W B 24 W C 60 W D 240 W
13 Four identical beakers are filled with equal volumes of liquids P or Q, as shown. Liquid P is more
dense than liquid Q.
liquid P B liquid Q D
A C
14 An oil tank has a base of area 2.5 m2 and is filled with oil to a depth of 1.2 m.
What is the force exerted on the base of the tank due to the oil?
15 When molecules of a gas rebound from a wall of a container, the wall experiences a pressure.
Which values should she use for the lower fixed point and for the upper fixed point?
17 Which statements about boiling and about evaporation are both correct?
boiling evaporation
A takes place only at the surface takes place only at the surface
B takes place only at the surface takes place throughout the liquid
C takes place throughout the liquid takes place only at the surface
D takes place throughout the liquid takes place throughout the liquid
18 On a cold day, a metal front-door knob X and a similar plastic knob Y are at the same
temperature.
A 2.0 × 10–15 Hz
B 1.3 × 10–2 Hz
C 80 Hz
D 5.0 × 1014 Hz
displacement
B
A C
0
0 distance
21 Scout P signals to scout Q on the other side of a valley by using a mirror to reflect the Sun’s light.
Sun’s
scout P light
mirror
scout Q
A B C D
mirror Sun’s Sun’s Sun’s Sun’s
light light light light
22 A prism is made from transparent plastic. In this plastic, light travels at 0.80 c, where c is its speed
in air. Light enters one face of the prism at right-angles as shown.
NOT TO
SCALE
The light just escapes from the sloping face of the prism.
What is angle θ ?
Which range of frequencies can be heard both by humans with good hearing and by dolphins?
A 20 Hz–150 Hz
B 20 Hz–150 kHz
C 20 kHz–150 kHz
D 150 Hz–20 kHz
permanent
S N P Q soft iron bar
magnet
end P end Q
A N N
B N S
C S N
D S S
28 A student measures the potential difference across a device and the current in the device.
29 A water heater is connected to a 230 V supply and there is a current of 26 A in the heater. It takes
20 minutes to heat the water to the required temperature.
A B C D
V voltmeter P
X
V voltmeter Q
The sliding connection at point X is moved towards the top of the diagram.
reading on P reading on Q
A decreases decreases
B decreases increases
C increases decreases
D increases increases
33 The diagram represents a digital circuit using a NOR gate and an AND gate.
X NOR
AND
Y
output
A B C D
A A strong magnet that is held stationary near a stationary conductor causes a greater effect
than a weak magnet.
B The effect occurs when a magnet and a conductor are both moved with the same speed and
in the same direction.
C The effect occurs when a magnet is moved away from a nearby conductor.
D The effect only occurs when a magnet is moved towards a conductor.
Which arrow shows the direction of the force acting on the conductor?
S D B N
36 Power losses in transmission cables are reduced by increasing the transmission voltage.
37 In the atomic model, an atom consists of a central mass, orbited by much smaller particles.
orbiting central
particle mass
What is the name of the central mass and of the orbiting particles?
A neutron α-particles
B neutron electrons
C nucleus α-particles
D nucleus electrons
39 The diagram shows emissions from a source passing into the electric field between two charged
plates.
+ + + + + + + + + +
source
– – – – – – – – – –
40 The graph shows how the count rate registered by a counter near to a sample of a radioactive
isotope changes over a period of a few days. The background count rate is 5 counts per minute.
50
count rate
40
counts / minute
30
20
10
0
0 1 2 3 4 5 6 7 8
time / days
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at
www.cie.org.uk after the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) May/June 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 A 1
2 C 1
3 D 1
4 B 1
5 A 1
6 A 1
7 B 1
8 B 1
9 C 1
10 C 1
11 C 1
12 C 1
13 D 1
14 D 1
15 B 1
16 B 1
17 C 1
18 B 1
19 D 1
20 B 1
21 A 1
22 D 1
23 A 1
24 D 1
25 C 1
26 B 1
27 C 1
28 C 1
29 D 1
30 B 1
31 D 1
32 B 1
33 B 1
34 C 1
35 A 1
36 A 1
37 D 1
38 D 1
39 C 1
40 A 1
PHYSICS 0625/31
Paper 3 Theory (Core) May/June 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (LK/CGW) 150265/5
© UCLES 2018 [Turn over
2
1 Model trains move along a track passing through two model stations. Students analyse the motion
of a train. They start a digital timer as the train starts to move. They record the time that it enters
Station A and the time it enters Station B.
Fig. 1.1 shows the time on entering Station A and the time on entering Station B.
Fig. 1.1
(a) Calculate the time taken from the train entering Station A to the train entering Station B.
State your answer in seconds.
(b) A faster train takes 54 s to travel from Station A to Station B. The distance between the stations
is 120 m.
(c) Fig. 1.2 shows the speed-time graph for a train travelling on a different part of the track.
4.0
speed
m/s
3.0
2.0
1.0
0
0 2.0 4.0 6.0 8.0 10.0 12.0 14.0
time / s
Fig. 1.2
Determine the total distance travelled by the train on this part of the track.
[Total: 8]
beaker
unknown
volume of
liquid
Fig. 2.1
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[5]
.......................................................................................................................................[1]
polythene
Fig. 2.2
.......................................................................................................................................[1]
[Total: 10]
thrust 74.2 N
Fig. 3.1
direction = ...........................................................[3]
(b) Fig. 3.2 shows the speed and direction of motion of an object at a point in time.
150.0 m / s
object
Fig. 3.2
Deduce the speed and direction of motion after 5 seconds. Indicate the speed and direction
of the object by drawing a labelled arrow next to the object in Fig. 3.3.
Fig. 3.3
[1]
[Total: 4]
© UCLES 2018 0625/31/M/J/18
7
4 (a) Fig. 4.1 shows a smoke cell. The cell contains smoke particles and air molecules. It is lit from
the side. A student views the motion of smoke particles in the cell by using a microscope.
microscope
smoke cell
air molecules
light and
smoke particles
Fig. 4.1
Describe and explain what the student sees when viewing the smoke particles through the
microscope.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
(b) Drops of water on a warm surface disappear after a short time. State the term used to
describe this process. Explain the process, using your ideas about molecules.
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[3]
[Total: 7]
generating
station
Fig. 5.1
(a) In a geothermal power station, the process of generating electricity includes seven stages.
Four of the stages are shown below.
The flow chart in Fig. 5.2 shows the seven stages, but it is incomplete. Complete the flow
chart by adding the letters P, Q, R and S in the correct sequence.
electricity is generated
Fig. 5.2
[3]
(b) The cost of electrical energy obtained from a geothermal power station is similar to the cost of
electrical energy obtained from wind turbines.
Describe one advantage and one disadvantage of using a geothermal power station to
generate electricity compared with using wind turbines.
advantage .................................................................................................................................
...................................................................................................................................................
disadvantage ............................................................................................................................
...................................................................................................................................................
[2]
[Total: 5]
6 A student constructs a device for absorbing thermal energy from the Sun. Fig. 6.1 shows the
device.
Sun
thermometer
Tank A
Fig. 6.1
The student places the white plastic pipe in sunlight. The cold water flows slowly from Tank A to
Tank B. Energy from the Sun heats the water in the pipe.
Fig. 6.2
(b) The student wants to increase the thermal energy absorbed by the water in the pipe. Suggest
three improvements he can make to increase the thermal energy absorbed.
1 ................................................................................................................................................
...................................................................................................................................................
2 ................................................................................................................................................
...................................................................................................................................................
3 ................................................................................................................................................
...................................................................................................................................................
[3]
(c) Describe how the thermal energy is transferred from the Sun to the water inside the pipe.
...................................................................................................................................................
...............................................................................................................................................[2]
[Total: 6]
(a) Fig. 7.1 shows a partially-completed spectrum. Two labels are missing.
Fig. 7.1
(i) On Fig. 7.1, write the name of the missing colour in each blank space. [2]
(ii) On Fig. 7.1, indicate the direction of increasing wavelength for the spectrum. Draw an
arrow in the box below the spectrum of colours. [1]
(b) A ray of red light strikes one face of a triangular glass prism as shown in Fig. 7.2.
Fig. 7.2
(i) On Fig. 7.2, draw the path of the ray as it travels through the glass prism and enters
the air. [2]
(ii) State the term used to describe what happens to the ray of red light as it enters and
leaves the prism.
.......................................................................................................................................[1]
[Total: 6]
A student stands in front of a large wall. She hits a drum and hears an echo. Fig. 8.1 shows the
position of the student and the wall.
wall
student
Fig. 8.1
(a) (i) State the name of a piece of equipment for measuring the distance from the student to
the wall.
.......................................................................................................................................[1]
...........................................................................................................................................
.......................................................................................................................................[1]
(b) The student hits her drum repeatedly once per second. She walks away from the wall and
listens for the echo. When the student is 170 m from the wall she hears the echo from one
beat of the drum at the same time as the next beat of the drum.
Use this information to determine the speed of sound. State the unit.
[Total: 6]
A B
gamma ray ultraviolet visible infra-red radio
Fig. 9.1
(a) (i) On Fig. 9.1, add the names of the missing radiations at A and at B. [2]
(ii) Indicate the radiation that has the lowest frequency. On Fig. 9.1, draw a ring around the
radiation. [1]
(b) State two safety precautions when handling sources that emit gamma radiation.
1 ................................................................................................................................................
2 ................................................................................................................................................
[2]
[Total: 5]
Fig. 10.1
(a) On Fig. 10.1, label the fixed resistor, by writing the letter R. [1]
Write each quantity and the unit of each quantity in the correct place in Table 10.1.
Table 10.1
[4]
(c) A student uses the circuit in Fig. 10.1 to determine the resistance of wires made from the
same material.
State how the resistance of a wire is related to its length and its diameter.
length ........................................................................................................................................
...................................................................................................................................................
diameter ....................................................................................................................................
...................................................................................................................................................
[2]
[Total: 7]
11 Fig. 11.1 shows a vertical conductor passing through a horizontal piece of card.
conductor
card
Fig. 11.1
(a) (i) On Fig. 11.1, draw a cell and a switch in series with the conductor to form a complete
circuit.
(ii) A student sprinkles iron filings onto the card and closes the switch. There is a current in
the conductor. Describe the pattern of the magnetic field seen.
...........................................................................................................................................
.......................................................................................................................................[2]
(iii) The student reverses the direction of the current in the conductor. State the effect, if any,
on the pattern he sees.
.......................................................................................................................................[1]
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 9]
α-radiation
β-radiation
γ-radiation
(a) (i) From the list, state the type of radiation which has the greatest ionising effect.
.......................................................................................................................................[1]
(ii) From the list, state the type of radiation which has the lowest penetrating ability.
.......................................................................................................................................[1]
(b) In a factory, rollers press aluminium metal to make thin foil sheets. An automatic system for
controlling the thickness of the foil uses a radioactive source. The automatic system changes
the gap between the top and bottom roller. Fig. 12.1 shows the equipment.
radioactive
rollers source thin
aluminium
radiation foil
radiation
detector
Fig. 12.1
(i) Use your ideas about the properties of radiation to suggest and explain the type of
radiation used.
explanation ........................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
[2]
(ii) The aluminium foil passing the radiation detector is too thin. Describe how this fault
affects the reading on the counter.
.......................................................................................................................................[1]
(iii) Suggest how the fault in (b)(ii) is corrected. State what happens to the rollers.
.......................................................................................................................................[1]
(iv) The source used is strontium-90. A nucleus of strontium-90 can be described as 90 Sr.
38
State the number of protons in a nucleus of strontium-90.
.......................................................................................................................................[1]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory May/June 2018
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(a) 72 (s) 1
120 ÷ 54 1
2.2(2) (m / s) 1
1(c) area under line OR three areas indicated OR (dist =) (av.) speed × time OR 1/2 (b + h) × L 1
1 1
× 3.5 × 4.0 OR 7 (m) seen OR 6 × 3.5 OR 21 (m)
2
1 1
6 × 3.5 OR 21 (m) AND { × 3.5 × 4.0 OR 7 (m)} OR 14 (m)
2
(21 + 14 =) 35 (m) 1
2(a)(ii) g / cm3 OR kg / m3 1
0.84 ÷ 10 OR 100 (g) × 0.84 1
0.084 (kg) OR 84 g 1
3(a) 43.0 + 2.4 = 45.4 (N) 1
(74.2 – 45.4 =) 28.8 (N) 1
upwards 1
3(b) 1
4(b) evaporate/evaporation 1
5(a) Q 3
S
P
R
6(a) (26 – 23 =) 3(°C) 1
7(b)(ii) refraction 1
340 m in 1.0 s 1
(speed =) 340 1
m/s 1
quantity unit 2
potential difference or p.d. or emf V/volts ignore voltmeter
11(a)(i) cell and switch connected in series with any part of conductor (on Fig.11.1) 1
11(a)(ii) circular 1
around conductor/wire 1
11(a)(iii) no change/nothing 1
current in wire 1
12(a)(i) α or alpha 1
12(a)(ii) α or alpha 1
12(b)(i) beta or β 1
12(b)(iv) 38 1
PHYSICS 0625/41
Paper 4 Theory (Extended) May/June 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (CE/SW) 150767/5
© UCLES 2018 [Turn over
2
1 Fig. 1.1 shows the speed-time graph for a vehicle accelerating from rest.
30
speed 25
m/s
20
15
10
0
0 20 40 60 80 100 120 140 160
time / s
Fig. 1.1
acceleration = ...........................................................[2]
(b) Without further calculation, state how the acceleration at time = 100 s compares to the
acceleration at time = 10 s. Suggest, in terms of force, a reason why any change has taken
place.
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(c) Determine the distance travelled by the vehicle between time = 120 s and time = 160 s.
distance = ...........................................................[3]
[Total: 8]
box
Fig. 2.1
The electric motor that drives the lifting mechanism is powered by batteries.
...............................................................................................................................................[1]
(b) The lifting mechanism raises a box of mass 32 kg through a vertical distance of 2.5 m in 5.4 s.
(c) The batteries are recharged from a mains voltage supply that is generated in an oil-fired
power station.
By comparison with a wind farm, state one advantage and one disadvantage of running a
power station using oil.
advantage .................................................................................................................................
...................................................................................................................................................
disadvantage ............................................................................................................................
...............................................................................................................................................[2]
[Total: 8]
3 A rectangular container has a base of dimensions 0.12 m × 0.16 m. The container is filled with a
liquid. The mass of the liquid in the container is 4.8 kg.
(a) Calculate
weight = ...........................................................[1]
(ii) the pressure due to the liquid on the base of the container.
pressure = ...........................................................[2]
(b) Explain why the total pressure on the base of the container is greater than the value calculated
in (a)(ii).
...................................................................................................................................................
...............................................................................................................................................[1]
density = ...........................................................[2]
[Total: 6]
(i) a solid,
...........................................................................................................................................
.......................................................................................................................................[1]
(ii) a gas.
...........................................................................................................................................
.......................................................................................................................................[2]
Explain, in terms of momentum, how the molecules exert a pressure on the walls of the box.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 7]
5 (a) A ray of light in air is incident on a glass block. The light changes direction.
State
.......................................................................................................................................[1]
.......................................................................................................................................[1]
(b) Fig. 5.1, drawn to full scale, shows a thin converging lens of focal length 3.5 cm.
1.0 cm lens
1.0 cm
Fig. 5.1
(i) On Fig. 5.1, mark each of the two principal focuses and label each with the letter F. [1]
(ii) An object O of height 4.4 cm is placed a distance of 7.5 cm from the lens.
On Fig. 5.1, draw rays from the tip of the object O to locate the image. Draw and label
the image. [3]
...........................................................................................................................................
.......................................................................................................................................[1]
[Total: 8]
© UCLES 2018 0625/41/M/J/18
7
wavefront
barrier
Fig. 6.1
(i) On Fig. 6.1, draw three wavefronts to the right of the barrier. [2]
(ii) Fig. 6.2 shows the gap in the barrier increased to five times the gap in Fig. 6.1.
wavefront
barrier
Fig. 6.2
On Fig. 6.2, draw three wavefronts to the right of the barrier. [2]
(b) Describe, with a labelled diagram, an experiment using water waves that shows the reflection
of wavefronts that occur at a straight barrier.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[4]
[Total: 8]
BLANK PAGE
7 (a) State, in terms of their structure, why metals are good conductors of electricity.
...................................................................................................................................................
...............................................................................................................................................[1]
(b) A cylindrical metal wire W1, of length l and cross-sectional area A, has a resistance of 16 Ω.
l
A second cylindrical wire W2 having length 2 and cross-sectional area 2 A, is made from the
same metal.
Determine
resistance of W2 = ...........................................................[2]
(c) The parallel pair of resistors in (b)(ii) is connected to a battery that is made from three cells in
series, each of electromotive force (e.m.f.) E. There is a current in each resistor.
.......................................................................................................................................[1]
(ii) The current in the battery is IB, the current in W1 is I1 and the current in W2 is I2.
Place a tick (3) in one box to indicate how these three currents are related.
I1 > I2 > IB
I1 > IB > I2
I2 > I1 > IB
I2 > IB > I1
IB > I1 > I2
IB > I2 > I1
I1 = I2 = IB
[1]
[Total: 7]
8 In a laboratory at normal room temperature, 200 g of water is poured into a beaker. A thermometer
placed in the water has a reading of 22 °C.
Small pieces of ice at 0 °C are added to the water one by one. The mixture is stirred after each
addition until the ice has melted. This process is continued until the temperature recorded by the
thermometer is 0 °C.
Calculate the thermal energy lost by the water originally in the beaker.
(b) Assume that all the thermal energy lost by the water originally in the beaker is transferred to
the ice.
(c) Suggest a reason for any inaccuracy in the value of the specific latent heat of fusion of ice
calculated in (b). Assume the temperature readings and the values for the mass of the water
and the mass of the ice are accurate.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 5]
9 (a) A student wants to demagnetise a permanent bar magnet. She suggests these steps:
State and explain whether the steps will always be able to demagnetise the magnet.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[3]
(b) (i) Fig. 9.1 shows a coil supplied with current using a split-ring commutator.
coil
magnet
S
N split-ring
carbon brush
battery
Fig. 9.1
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
.......................................................................................................................................[3]
(ii) The coil in Fig. 9.1 consists of three turns of wire. The magnetic field strength of the
magnet is M. With a current of 2.0 A in the coil, the coil experiences a turning effect T.
Table 9.1
magnetic field
number of turns current in the coil / A turning effect
strength
3 2.0 M T
3 8.0 M
6 2.0 M
M
3 2.0 2
Complete Table 9.1 to give the turning effect for the changes made to the arrangement
shown in Fig. 9.1. Choose your answers from the box.
T T T
8 4 2 T 2T 4T 8T
[3]
[Total: 9]
10 (a) Explain why the voltage of the supply to the primary coil of a transformer must be alternating.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...............................................................................................................................................[2]
A
240 V 8000
mains turns
Fig. 10.1
There are 8000 turns in the primary coil of the transformer. The primary coil is connected to a
240 V mains supply. A 6.0 V lamp connected to the secondary coil operates at full brightness.
(ii) The current in the lamp is 2.0 A. The transformer operates with 100% efficiency.
current = ...........................................................[2]
Calculate the maximum number of lamps, identical to the lamp in (ii), that can be
connected in parallel in the secondary circuit without blowing the fuse.
[Total: 7]
© UCLES 2018 0625/41/M/J/18
15
222
11 Radon-222 is radioactive. It can be represented as 86
Rn.
222
86
Rn [2]
Calculate the number of α-particles emitted by the radon nuclei in the following 7.6 days.
number = ...........................................................[3]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory May/June 2018
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(a) Mention of gradient of graph at t = 30 s OR tangent drawn at t = 30 s and triangle drawn 1
1000 m 1
2(b)(i) (E =) m × g × h OR 32 × 10 × 2.5 1
800 J 1
Eff. = output (power) ÷ input (power) OR Pout ÷ Pin OR Eout ÷ Ein OR output power ÷ 0.65 OR 148.148 ÷ 0.65 OR 800 ÷ 0.65 1
= 230 W 1
Disadvantage: polluting OR CO2/SO2/greenhouse gases emitted OR leads to global warming OR oil must be transported 1
OR not renewable OR oil will run out/be used up
2500 Pa 1
780 kg / m3 1
780 kg / m3 (1)
4(b) (Molecules) collide with walls (of box) OR (Molecules) rebound from walls (of box) 1
5(a)(i) Refraction OR reflection 1
5(b)(i) 2 points both labelled F at 3.5 cm either side of optical centre of lens 1
Image/I drawn from intersection of rays to principal axis with indication that image is inverted 1
5(b)(iv) (Image is) real and light passes through it OR can be projected/seen on a screen OR refracted rays cross/meet 1
6(a)(i) At least 3 circular wavefronts centred on gap extending to at least half of semicircle 1
6(a)(ii) At least 3 straight, parallel, wavefronts, approximately same length as width of gap 1
4.0 Ω 1
7(b)(ii) 1 ÷ R = (1 ÷ R1) + (1 ÷ R2) OR R = (R1 × R2) ÷ (R1 + R2) OR (1 ÷ R) = (1 ÷ 4) + (1 ÷ 16) OR (4 × 16) ÷ (4 + 16) 1
3.2 Ω 1
7(c)(i) 3E or 3 × E 1
18000 J 1
310 J / g 1
Would remain magnetised in the direction occurring at the moment of switching off (1)
Clockwise/continuously 1
Current (in coil) reverses every half turn/when coil is in vertical position OR force on current in a magnetic field 1
9(b)(ii) 1 × (4 × T) 1
2 × (2 × T) 1
3 × (T ÷ 2) 1
200 1
0.050 A 1
11(b) 218 1
84 Po
4 1
+2 α
PHYSICS 0625/51
Paper 5 Practical Test May/June 2018
CONFIDENTIAL INSTRUCTIONS
Great care should be taken to ensure that any confidential information given does not reach the
* 6 1 7 2 0 0 1 2 4 9 *
If you have any queries regarding these Confidential Instructions, please contact Cambridge stating the Centre
number, the nature of the query and the syllabus number quoted above.
e-mail info@cie.org.uk
phone +44 1223 553554
fax +44 1223 553558
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/CT) 150766/3
© UCLES 2018 [Turn over
2
The Supervisor is not allowed to consult the Question Paper before the examination. The teacher
should, as part of the preparation of the examination requirements, test the apparatus in order to
ensure that it is satisfactory.
The Supervisor is asked to give (and attach to the Supervisor’s Report printed on pages 7 and 8) a
brief description of the apparatus supplied, mentioning any points that are likely to be of importance
to the Examiner in marking the answers. The Supervisor should also report any assistance given to
candidates. All reports should be signed by the Supervisor.
In addition to the usual equipment of a physics laboratory, each candidate will require the apparatus
specified in these Confidential Instructions. If a candidate breaks any of the apparatus, or loses any of
the material supplied, the matter should be rectified and a note made in the Supervisor’s Report.
As a minimum, the number of sets of apparatus provided should be N / 3, where N is the number of
candidates (per session). A few spare sets should, preferably, be available to avoid any candidate
being delayed when moving to another question.
The order in which a given candidate attempts the four questions is immaterial. It is suggested that
candidates spend about 20 minutes on each of questions 1 to 3, and about 15 minutes on
question 4.
Assistance to candidates
The purpose of the Practical Physics Test is to find out whether the candidates can carry out simple
practical work themselves. The Examiners are aware that candidates may sometimes be unable to
show their practical ability through failure to understand some point in the theory of the experiment.
If an Examiner were present in the laboratory, he/she would be willing to give a hint to enable such
a candidate to get on with an experiment. In order to overcome this difficulty, the Supervisor is asked
to co-operate with the Examiners to the extent of being ready to give (or allow the physics teacher to
give) a hint to a candidate who is unable to proceed.
(ii) A candidate who is unable to proceed and requires assistance must come up to the Supervisor
and state the difficulty. Candidates should be told that the Examiners will be informed of any
assistance given in this way.
(iii) A report must be made of any assistance given to a candidate, with the name and candidate
number of the candidate.
‘The Examiners do not want you to waste time through inability to get on with an experiment. Any
candidate, therefore, who is unable to get on with the experiment after spending five minutes at it may
come to me and ask for help. I shall report to the Examiners any help given in this way, and some
marks may be lost for the help given. You may ask me for additional apparatus which you think would
improve the accuracy of your experiments, and you should say, on your script, how you use any such
apparatus supplied.’
Question 1
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(iv) Stopclock or stopwatch with a minimum precision of 0.1 s. Candidates may use their own
wristwatch if suitable.
(v) Split cork or similar device to hold the string of the pendulum between the jaws of the clamp.
Notes
1. The pendulum should be set up for the candidates with length approximately 60 cm from the
bottom of the split cork to the bottom of the pendulum bob.
2. Candidates must be able easily to adjust the length of the pendulum up to a length of 100 cm. The
pendulum must be able to swing freely at this length.
3. It may be necessary to increase the stability of the clamp stand (for example, using a G-clamp or
by placing a weight on the base).
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply of approximately 1.5 V – 3 V. Where candidates are provided with a power
supply with a variable output voltage, the voltage must be set by the Supervisor and fixed
(e.g. taped). See note 2.
(ii) Three resistors of nominal value 4.7 Ω with a power rating of at least 2 W. See note 3.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 2.1.
Notes
power supply
R1 R2 R3
Fig. 2.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells must be available.
3. The resistors must be labelled R1, R2 and R3. The values of resistance must not be visible to the
candidates. The resistors must have suitable terminals so that candidates are able easily and
quickly to rearrange the circuit.
4. Either analogue or digital meters are suitable. Any variable settings must be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Question 3
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Converging lens, focal length between 14 cm and 16 cm, with a suitable holder.
(ii) Illuminated object with a triangular hole of height 1.5 cm (see Figs. 3.1 and 3.2). The hole is to
be covered with thin translucent paper (e.g. tracing paper). See notes 1 and 2.
(iv) Screen. A white sheet of stiff card approximately 15 cm × 15 cm, fixed to a wooden support is
suitable. See Fig. 3.3.
card
translucent paper card
card
lamp
1.5 cm
support
Notes
1. The lamp for the illuminated object should be a low voltage lamp, approximately 24 W or higher
power, with a suitable power supply.
2. The centre of the triangular hole, the lamp filament and the centre of the lens in its holder are all to
be at the same height above the bench.
Action at changeover
Check that the apparatus is ready for the next candidate. The apparatus should not be left as arranged
by a previous candidate.
Question 4
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
0625/51
SUPERVISOR’S REPORT
General
The Supervisor is required to give details of any difficulties experienced by particular candidates, giving
their names and candidate numbers. These should include reference to:
(c) any other information that is likely to assist the Examiner, especially if this cannot be discovered
in the scripts;
Information required
A plan of workbenches, giving details by candidate number of the places occupied by the candidates
for each experiment for each session, must be enclosed with the scripts.
The space below can be used for this, or it may be on separate paper.
A list by name and candidate number of candidates requiring help, with details of the help provided.
The preparation of the practical examination has been carried out so as to maintain fully the security of
the examination.
SIGNED ......................................................
Supervisor
PHYSICS 0625/51
Paper 5 Practical Test May/June 2018
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions
Write your Centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (ST/CT) 150765/5
© UCLES 2018 [Turn over
2
1 In this experiment, you will determine the acceleration of free fall g using a pendulum. Carry out
the following instructions, referring to Fig. 1.1 and Fig. 1.2.
clamp
clamp
one complete
bob
oscillation
(a) Adjust the length of the pendulum until the distance d measured to the centre of the bob is
50.0 cm.
Displace the bob slightly and release it so that it swings. Fig. 1.2 shows one complete
oscillation of the pendulum.
t = .......................................................... [1]
(ii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = .......................................................... [1]
(iii) Calculate T 2.
T 2 = .......................................................... [2]
g = .......................................................... [1]
(b) Adjust the pendulum until the distance d measured to the centre of the bob is 100.0 cm.
t = ...............................................................
T = ...............................................................
T 2 = ...............................................................
[1]
g = ...............................................................
[2]
(c) A student states that repeating the experiment improves the reliability of the value obtained
for g.
Suggest two changes that you would make to improve the reliability. The stopwatch cannot
be changed.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
(d) State one precaution that you took in this experiment in order to obtain accurate readings.
...................................................................................................................................................
...............................................................................................................................................[1]
[Total: 11]
The circuit shown in Fig. 2.1 has been set up for you.
power supply
R1 R2 R3
Fig. 2.1
(a) (i) Switch on. Measure and record the potential difference V1 across the resistor R1 and the
current I in the circuit. Switch off.
V1 = ...............................................................
I = ...............................................................
[2]
V1
(ii) Calculate the resistance of the resistor R1 using the equation R1 = .
I
R1 = .......................................................... [1]
(i) Measure and record the potential difference V2 across the resistor R2. Switch off.
V2 = ...............................................................
V2
(ii) Calculate the resistance of the resistor R2 using the equation R2 = .
I
R2 = .......................................................... [1]
(i) Measure and record the potential difference V3 across the resistor R3. Switch off.
V3 = ...............................................................
V3
(ii) Calculate the resistance of the resistor R3 using the equation R3 = .
I
R3 = .......................................................... [1]
(iii) Calculate the resistance R of resistors R1, R2 and R3 connected in series, using the
equation R = R1 + R2 + R3. Give your answer to a suitable number of significant figures
for this experiment.
R = .......................................................... [1]
(d) State whether your results suggest that the three resistors have the same value of resistance.
Justify your statement by reference to your results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
• the voltmeter connected to measure the potential difference across the resistors
power supply
Fig. 2.2
[3]
[Total: 11]
BLANK PAGE
illuminated
object u v screen
lens
Fig. 3.1
(a) • Place the screen a distance D = 70.0 cm from the illuminated object.
• Place the lens between the object and the screen so that the lens is very close to the
screen.
• Move the lens slowly away from the screen until a clearly focused image is formed on
the screen.
(i) • Measure, and record in Table 3.1, the distance u between the centre of the lens and
the illuminated object.
• Measure, and record in the table, the distance v between the centre of the lens and
the screen.
(ii) Calculate the product uv. Record your answer in the table.
(iii) Repeat the procedure using values for D of 75.0 cm, 80.0 cm, 85.0 cm and 90.0 cm.
Table 3.1
D / cm u / cm v / cm uv / cm2
70.0
75.0
80.0
85.0
90.0
[3]
(b) Plot a graph of uv / cm2 (y-axis) against D / cm (x-axis). You do not need to start your axes at
the origin (0,0).
[4]
(c) The focal length f of the lens is numerically equal to the gradient of the line.
Determine the gradient G of the line. Show clearly on the graph how you obtained the
necessary information.
G = ...........................................................[2]
(d) Suggest two difficulties in this experiment when trying to obtain accurate readings.
1. ............................................................................................................................................
............................................................................................................................................
2. ............................................................................................................................................
............................................................................................................................................
[2]
[Total: 11]
4 A student is investigating the effect of double-walled insulation on the rate of cooling of hot water
in a copper container. The student places the copper container inside a larger metal container. He
is investigating the effect of the size of the air gap between the copper container and larger metal
containers.
Plan an experiment to investigate the effect of the size of the air gap between the copper container
and larger metal containers on the rate of cooling of hot water.
a copper container
a number of metal containers of different diameters (all larger than the copper container)
a thermometer
a stopwatch
a measuring cylinder
a supply of hot water.
You can also use other apparatus and materials that are usually available in a school laboratory.
• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical Test May/June 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(a)(i) t = 13 to 15 (s) 1
1(a)(ii) T = t / 10 (s) 1
1(a)(iii) T2 correct 1
Unit s2 1
1(b)(i) New set of values present with t value greater than (a)(i) 1
Justification to include the idea of within the limits of experimental accuracy (but accept beyond limits, if ecf allowed for 1
statement matching readings)
3(a) Table:
uv values correct 1
3(b) Graph:
Suitable scales 1
4 Method to include: 1
Table with clear columns for temperature and / or time (to match method) and air-gap, with appropriate units 1
Conclusion: Least temperature drop OR longest time for temperature to drop shows lowest cooling rate OR best insulation 1
OR plot temperature against time and least gradient shows lowest cooling rate (ora)
NOTE: The principle to apply here is ‘could I draw a significantly better line, using these points, under examination conditions?’ If the answer is
definitely ‘yes’, do not award the mark.
NOTE: – If candidate’s scale consists of actual readings at equal intervals this will produce a perfect straight line! The only marks available in
this case are the first (axes right way round and labelled) So maximum 1.
– If axes are wrong way round, the other 3 marks are still available.
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2018
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SC/CGW) 150894/5
© UCLES 2018 [Turn over
2
1 A student is determining the acceleration of free fall g using a pendulum. Fig. 1.1 shows the
pendulum. Fig. 1.2 shows one complete oscillation of the pendulum.
clamp
clamp
d = ................................................... cm [1]
(i) Calculate the actual distance D from the bottom of the clamp to the centre of the bob.
D = ................................................... cm [1]
The student displaces the bob slightly and releases it so that it swings. He measures the
time t for 10 complete oscillations. The time t is shown on the stopwatch in Fig. 1.3.
min sec
Fig. 1.3
t = ......................................................... [1]
(iii) Calculate the period T of the pendulum. The period is the time for one complete
oscillation.
T = ......................................................... [1]
(iv) Calculate T 2.
T 2 = ......................................................... [1]
(v) Calculate the acceleration of free fall g using the equation g = 202 .
T
g = ......................................................... [1]
(c) The student adjusts the pendulum until the distance D measured to the centre of the bob
is 100.0 cm.
(i) On the dotted line above, write the unit for T 2. [1]
(ii) Calculate the acceleration of free fall g using the equation g = 402 and the value of T 2
T
from (c). Give your answer to a suitable number of significant figures for this experiment.
g = ......................................................... [1]
(d) Another student states that repeating the experiment improves the reliability of the value
obtained for g.
Suggest two changes that you would make to improve the reliability. The stopwatch cannot
be changed.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
(e) State one precaution that you would take in this experiment in order to obtain accurate
readings.
...................................................................................................................................................
.............................................................................................................................................. [1]
[Total: 11]
power supply
R1 R2 R3
Fig. 2.1
(a) She measures the potential difference V1 across the resistor R1 and the current I in the
circuit.
Figs. 2.2 and 2.3 show the voltmeter and ammeter readings.
(i) Write down the readings shown on the meters in Figs. 2.2 and 2.3.
V1 = ..............................................................
I = ..............................................................
[2]
5 0.4 0.6
3 4 6 7
2 8 0.2 0.8
1 9
0 10 0 1.0
V A
V1
(ii) Calculate the resistance of the resistor R1 using the equation R1 = .
I
R1 = ......................................................... [1]
(b) The student measures the potential difference across each resistor in turn. She calculates
values for the resistance R2 and R3 of the resistor R2 and of the resistor R3. She records her
values as:
4.75 Ω
R2 = ..............................................................
4.81 Ω
R3 = ..............................................................
State whether the results suggest that the three resistors have the same value of resistance.
Justify your statement by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
(c) Calculate the combined resistance R of resistors R1, R2 and R3 connected in series, using
the equation R = R1 + R2 + R3. Give your answer to a suitable number of significant figures
for this experiment.
R = ......................................................... [2]
(d) The student checks her result by connecting the voltmeter across all three resistors connected
in series. Tick the potential difference reading you would expect to be closest to the reading
she obtains.
V1
3
V1
3V1
[1]
• the voltmeter connected to measure the potential difference across the resistors
power supply
Fig. 2.4
[3]
[Total: 11]
illuminated
object u v screen
lens
Fig. 3.1
(a) The student places the screen a distance D = 70.0 cm from the illuminated object.
He places the lens close to the screen and moves the lens slowly away from the screen until
a clearly focused image is formed on the screen.
He measures the distance u between the centre of the lens and the illuminated object.
He measures the distance v between the centre of the lens and the screen.
He repeats the procedure using values for D of 75.0 cm, 80.0 cm, 85.0 cm and 90.0 cm.
Table 3.1
D / cm u / cm v / cm uv / cm2
[1]
(b) Plot a graph of uv / cm2 (y-axis) against D / cm (x-axis). You do not need to start your axes at
the origin (0,0).
[4]
(c) Determine the gradient G of the line. Show clearly on the graph how you obtained the
necessary information.
G = ......................................................... [2]
(d) The focal length f of the lens is numerically equal to the gradient G of the graph. Write down
a value for the focal length f of the lens. Give your answer to a suitable number of significant
figures for this experiment.
f = ......................................................... [2]
(e) Suggest two difficulties in this experiment when trying to obtain accurate readings.
1. ...............................................................................................................................................
...................................................................................................................................................
2. ...............................................................................................................................................
...................................................................................................................................................
[2]
[Total: 11]
4 A student is investigating the effect of double-walled insulation on the rate of cooling of hot water
in a copper container. The student places the copper container inside a larger metal container. He
is investigating the effect of the size of the air gap between the copper container and larger metal
containers.
Plan an experiment to investigate the effect of the size of the air gap between the copper container
and larger metal containers on the rate of cooling of hot water.
a copper container
a number of metal containers of different diameters (all larger than the copper container)
a thermometer
a stopwatch
a measuring cylinder
a supply of hot water.
You can also use other apparatus and materials that are usually available in a school laboratory.
• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
......................................................................................................................................................[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International
Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after
the live examination series.
Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical May/June 2018
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2018 series for most
Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and
some Cambridge O Level components.
This syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(b)(i) D = 50 (cm) 1
1(b)(ii) t = 14.06 1
1(c)(i) Unit s2 1
Expect justification to include the idea of within the limits of experimental accuracy (but accept beyond limits, if ecf allowed for 1
statement matching readings)
Unit Ω 1
2(d) 3V1 1
3(b) Graph: 1
(all marks are still available if uv values are wrong)
Axes correctly labelled and right way round
Suitable scales 1
f = G to 2 or 3 significant figures 1
4 Method to include: 1
Table with clear columns for temperature and/or time (to match method) and air-gap, with appropriate units 1
Conclusion: Least temperature drop OR longest time for temperature to drop shows lowest cooling rate OR best insulation 1
OR plot temperature against time and least gradient shows lowest cooling rate (ora)
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2019
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*6108751254*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB19 11_0625_11/4RP
© UCLES 2019 [Turn over
2
2 The graph shows how the speed of an object changes with time.
12
speed
m/s 8
0
0 2 4 6 8 10
time / s
A 8m B 10 m C 40 m D 80 m
A density
B mass
C weight
D volume
A 0.02 kg B 0.10 kg C 50 kg D 72 kg
6 A student measures the length of a spring. She then attaches different weights to the spring. She
measures the length of the spring for each weight.
weight / N length / mm
0 520
1.0 524
2.0 528
3.0 533
4.0 537
5.0 540
What is the extension of the spring with a weight of 3.0 N attached to it?
A 4 mm B 5 mm C 12 mm D 13 mm
lampshade
pole
centre of mass
ground
base
A a larger lampshade
B a longer pole
C a heavier base
D a higher centre of mass
Into which form of energy is most of the kinetic energy converted as the car slows down?
A chemical
B elastic
C thermal
D sound
11 The power output from solar panels is recorded every day for a month.
power
output
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
day of the month
A The power output from the solar panels changes from day to day.
B The power output from the solar panels is cheap to produce.
C Solar panels create no pollution.
D Solar energy is renewable.
12 A drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.
How do the pressure and the force at the sharp point compare with the pressure and the force on
the flat surface?
A greater than on the flat surface greater than on the flat surface
B greater than on the flat surface less than on the flat surface
C the same as on the flat surface greater than on the flat surface
D the same as on the flat surface less than on the flat surface
13 The table shows four forces. Each force acts on a different surface.
A 0.30 0.040
B 10 2.0
C 60 15
D 1200 40
14 A test-tube contains 1.0 cm3 of liquid water at 100 °C. The liquid water boils to form 1600 cm3 of
steam.
A The least energetic molecules escape from the surface and the temperature of the liquid
decreases.
B The least energetic molecules escape from the surface and the temperature of the liquid
increases.
C The most energetic molecules escape from the surface and the temperature of the liquid
decreases.
D The most energetic molecules escape from the surface and the temperature of the liquid
increases.
A mass
B thermal capacity
C volume
D weight
18 The diagram shows four labelled changes of state between solid, liquid and gas.
P Q
S R
19 A glass test-tube containing water is heated at the top. The water at the top boils, but the water at
the bottom remains cold.
water
test-tube
heat
Which row explains why the water at the bottom of the test-tube remains cold?
glass water
21 The diagram shows wavefronts on the surface of water, viewed from above.
Which row is correct for the wavefronts moving from region 1 to region 2?
the speeds of
name of process the wavefronts in
regions 1 and 2 are
A diffraction different
B diffraction the same
C refraction different
D refraction the same
A B
C D
24 Total internal reflection may occur when light reaches an air-glass boundary.
radio
γ-rays X-rays ultraviolet visible light infrared microwaves
waves
increasing ......................
A amplitude
B frequency
C speed
D wavelength
26 A man hears a starting pistol fire 1.5 seconds after he sees a puff of smoke from the pistol. The
sound and the smoke are made at the same time. The starting pistol is 450 metres away from the
man.
27 A student has a bar magnet. He brings the magnet close to an object. The magnet and the object
repel each other.
28 Two soft-iron rods are placed end-to-end inside a coil. The coil is connected to a battery.
coil
The connections from the battery to the coil are now reversed.
29 A plastic rod is rubbed with a dry cloth. The rod becomes positively charged.
The same lamps and power supply are arranged in different ways, as shown.
P Q R
In which circuits will the lamps be the same brightness as in the original circuit?
X Y Z
What is the correct order of the resistances of the arrangements from the largest to the smallest?
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X
sliding contact
l
V
He changes the length of wire l by moving the sliding contact along the resistance wire.
Which graph shows how the voltmeter reading changes as the length of wire l is increased from
zero to 100 cm?
A B
voltmeter voltmeter
reading / V reading / V
0 0
0 100 0 100
l / cm l / cm
C D
voltmeter voltmeter
reading / V reading / V
0 0
0 100 0 100
l / cm l / cm
35 A student investigates the output voltage induced across a coil of wire by a bar magnet.
A The student slowly moves the bar magnet into the coil of wire.
B The student leaves the bar magnet stationary in the coil of wire.
C The student quickly removes the bar magnet from the coil of wire.
D The student places the bar magnet at rest outside the coil of wire.
36 There is a current in a wire. The direction of the current is out of the page.
A B
key
wire carrying a current
out of the page
C D
A B
key
proton
neutron
electron
C D
What happens to the nucleus of a radon atom during the emission of the α-particle?
40 Why are some radioactive sources stored in boxes made from lead?
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/11
Paper 1 Multiple Choice (Core) October/November 2019
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 B 1
2 C 1
3 B 1
4 C 1
5 D 1
6 D 1
7 C 1
8 C 1
9 C 1
10 B 1
11 A 1
12 C 1
13 C 1
14 B 1
15 C 1
16 C 1
17 C 1
18 A 1
19 D 1
20 A 1
21 C 1
22 C 1
23 C 1
24 C 1
25 D 1
26 B 1
27 A 1
28 A 1
29 C 1
30 C 1
31 D 1
32 D 1
33 A 1
34 B 1
35 C 1
36 B 1
37 A 1
38 D 1
39 D 1
40 A 1
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2019
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*8731446642*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB19 11_0625_21/4RP
© UCLES 2019 [Turn over
2
A a measuring tape
B a metre rule
C a micrometer screw gauge
D a ruler
2 A light object is dropped from rest. It falls a large distance vertically through air.
A constant acceleration
B increasing acceleration
C decreasing acceleration and then moving at terminal velocity
D increasing acceleration and then moving at terminal velocity
A density
B mass
C weight
D volume
A 0.02 kg B 0.10 kg C 50 kg D 72 kg
D
car
C A
direction of
movement
7 Two forces P and Q act on a metre rule as shown. The metre rule is pivoted at one end. The rule
starts to rotate in a clockwise direction.
a b metre rule
pivot
A P equals Q
B P is less than Q
C (P × a) is equal to (Q × b)
9 Two objects X and Y move directly towards each other. The objects have the same mass.
Object X has a velocity of 5.0 m / s to the right. Object Y has a velocity of 3.0 m / s to the left.
5.0 m / s 3.0 m / s
X Y
Into which form of energy is most of the kinetic energy converted as the car slows down?
A chemical
B elastic
C thermal
D sound
11 A man carries 20 tiles from the ground to the roof of a house. Each tile has a mass of 1.2 kg. The
roof of the house is 15 m above the ground.
How much work does the man do against gravity on the tiles in carrying them to the roof?
12 A car is moving along a straight horizontal road. The car has 1.6 MJ of kinetic energy. The car
accelerates for 20 s until the kinetic energy of the car increases to 2.5 MJ.
What is the minimum average power developed by the car engine for this acceleration?
A 45 W B 205 W C 45 kW D 205 kW
13 A drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.
How do the pressure and the force at the sharp point compare with the pressure and the force on
the flat surface?
A greater than on the flat surface greater than on the flat surface
B greater than on the flat surface less than on the flat surface
C the same as on the flat surface greater than on the flat surface
D the same as on the flat surface less than on the flat surface
14 An object is 20 cm below the surface of a liquid. The density of the liquid is 1200 kg / m3.
A The least energetic molecules escape from the surface and the temperature of the liquid
decreases.
B The least energetic molecules escape from the surface and the temperature of the liquid
increases.
C The most energetic molecules escape from the surface and the temperature of the liquid
decreases.
D The most energetic molecules escape from the surface and the temperature of the liquid
increases.
16 A bubble of gas is formed deep under water. The bubble has a volume of 40 cm3 and the
pressure inside the bubble is P.
The bubble rises up through the water. The volume of the bubble increases to 56 cm3 and the
pressure becomes 100 kPa. The temperature of the gas does not change.
18 A liquid turns into a gas. This occurs only at one particular temperature, and the change happens
throughout the liquid.
A boiling
B condensation
C evaporation
D fusion
19 One end of a rod of copper is placed in hot water. Thermal energy travels along the rod to make
the other end warmer.
What is the behaviour of the copper at an atomic level that accounts for most of the transfer of
thermal energy from one end to the other?
A Atoms at the hot end gain kinetic energy and move towards the other end.
B Atoms at the hot end expand, colliding with other atoms and transferring energy.
C Free electrons at the hot end gain energy and move towards the other end, colliding with
atoms along the rod.
D Free electrons at the hot end gain energy from the hot water and move directly to the other
end.
21 A large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.
transmitter
hill receiver
The receiver picks up the signal from the transmitter even though the radio waves do not travel
through the hill.
23 A converging lens produces an image of an object O. The focal length of the lens is f.
A B
O O
f f
2f 2f
C D
O O
f f
2f 2f
radio
γ-rays X-rays ultraviolet visible light infrared microwaves
waves
increasing ......................
A amplitude
B frequency
C speed
D wavelength
25 Which row gives a possible set of values for the speed of sound in ice, in water and in steam?
27 A plastic rod is rubbed with a dry cloth. The rod becomes positively charged.
28 A circuit contains a cell of electromotive force (e.m.f.) of 2.0 V. The current in the circuit is 2.0 A.
29 The circuit diagram shows a cell connected in series to a resistor and a component X.
What is component X?
A bell
B diode
C heater
D thermistor
X Y Z
What is the correct order of the resistances of the arrangements from the largest to the smallest?
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X
31 A circuit contains a cell of electromotive force (e.m.f.) 2.0 V, three resistors, three ammeters and
two voltmeters. One ammeter is labelled P and one voltmeter is labelled Q.
The readings on the other two ammeters and on the other voltmeter are shown.
2.0 V
2.0 A A 0.50 A
A
A
V P
0.50 V V
Q
reading on P / A reading on Q / V
A 1.5 1.5
B 1.5 2.5
C 2.5 1.5
D 2.5 2.5
32 There are two inputs and one output for the combination of logic gates shown.
input 1
output
input 2
Which truth table represents the operation of this combination of logic gates?
A B
C D
34 A student investigates the output voltage induced across a coil of wire by a bar magnet.
A The student slowly moves the bar magnet into the coil of wire.
B The student leaves the bar magnet stationary in the coil of wire.
C The student quickly removes the bar magnet from the coil of wire.
D The student places the bar magnet at rest outside the coil of wire.
35 There is a current in a wire. The direction of the current is out of the page.
A B
key
wire carrying a current
out of the page
C D
36 Diagram 1 shows a coil of wire P between the poles of a magnet. The ends of coil P are
connected to a battery by slip rings.
Diagram 2 shows a coil of wire Q between the poles of a different magnet. The ends of coil Q are
connected to a battery by a split-ring commutator.
P Q
N S N S
diagram 1 diagram 2
coil P coil Q
A continuously turns makes one quarter turn
anticlockwise anticlockwise then stops
B continuously turns makes one quarter turn
clockwise clockwise then stops
C makes one quarter turn continuously turns
anticlockwise then stops anticlockwise
D makes one quarter turn continuously turns
clockwise then stops clockwise
A B
key
proton
neutron
electron
C D
38 The scattering of particles by a thin gold foil provided scientists with evidence for the nuclear
atom.
Which particles were scattered by the gold nuclei in the thin foil?
A α-particles
B β-particles
C neutrons
D protons
39 The diagram shows β-particles being directed between the poles of a magnet.
N
β-particles
40 Why are some radioactive sources stored in boxes made from lead?
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/21
Paper 2 Multiple Choice (Extended) October/November 2019
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
1 C 1
2 C 1
3 B 1
4 C 1
5 D 1
6 B 1
7 D 1
8 C 1
9 B 1
10 C 1
11 D 1
12 C 1
13 C 1
14 B 1
15 C 1
16 D 1
17 A 1
18 A 1
19 C 1
20 B 1
21 A 1
22 C 1
23 A 1
24 D 1
25 D 1
26 D 1
27 C 1
28 D 1
29 B 1
30 D 1
31 A 1
32 B 1
33 B 1
34 C 1
35 B 1
36 C 1
37 A 1
38 A 1
39 B 1
40 A 1
PHYSICS 0625/22
Paper 2 Multiple Choice (Extended) October/November 2019
45 minutes
Additional Materials: Multiple Choice Answer Sheet
Soft clean eraser
*9597730633*
There are forty questions on this paper. Answer all questions. For each question there are four possible
answers A, B, C and D.
Choose the one you consider correct and record your choice in soft pencil on the separate Answer Sheet.
Each correct answer will score one mark. A mark will not be deducted for a wrong answer.
Any rough working should be done in this booklet.
Electronic calculators may be used.
Take the weight of 1.0 kg to be 10 N (acceleration of free fall = 10 m / s2).
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
IB19 11_0625_22/5RP
© UCLES 2019 [Turn over
2
2 The graph shows how the speed of a car varies during part of a journey.
20.0
speed
m / s 15.0
10.0
5.0
0
0 2.0 4.0 6.0 8.0 10.0 12.0
time / s
4 A box is placed on the ground. An upward force of 15 N is needed to lift the box at constant
speed.
A 1.5 kg 15 N
B 15 N 1.5 kg
C 15 N 150 kg
D 150 kg 15 N
5 The table gives the mass and the volume of three objects P, Q and R.
P 23 36
Q 170 720
R 240 340
A P and Q only
B P and R only
C Q and R only
D P, Q and R
100 N
hook
50 cm 40 cm
An upward force of 100 N is needed to lift the metal plate about the pivot, as shown.
A N B N / kg C N/m D Nm
It enters a channel where there is a current in the water from West to East. The speed of the
current is 20 m / s.
A B
v v W E
20 m / s 20 m / s
S
20 m / s 20 m / s
C D
20 m / s v 20 m / s v
20 m / s 20 m / s
9 A ball is at rest on the ground. A boy kicks the ball. The boy’s boot is in contact with the ball for
0.040 s.
The average force on the ball is 200 N. The ball leaves the boy’s boot with a speed of 20 m / s.
Which row gives the impulse of the boot on the ball and the average acceleration of the ball?
A 8 0.8
B 8 500
C 5000 0.8
D 5000 500
After the collision, P and Q stick together and then travel on together.
Into which form of energy is most of the kinetic energy converted as the car slows down?
A chemical
B elastic
C thermal
D sound
12 A box of mass 8.0 kg is lifted from the ground and placed on a shelf. The box gains 100 J of
potential energy.
The box falls off the shelf. Air resistance can be ignored.
A 3.5 m / s B 5.0 m / s C 25 m / s D 28 m / s
13 A car is moving along a straight horizontal road. The car has 1.6 MJ of kinetic energy. The car
accelerates for 20 s until the kinetic energy of the car increases to 2.5 MJ.
What is the minimum average power developed by the car engine for this acceleration?
A 45 W B 205 W C 45 kW D 205 kW
14 A drawing pin (thumb tack) has a sharp point at one end and a flat surface at the other end.
How do the pressure and the force at the sharp point compare with the pressure and the force on
the flat surface?
A greater than on the flat surface greater than on the flat surface
B greater than on the flat surface less than on the flat surface
C the same as on the flat surface greater than on the flat surface
D the same as on the flat surface less than on the flat surface
What is the pressure at the bottom of a column of mercury that has a height of 75.0 cm?
A 1.02 × 104 Pa
B 1.02 × 105 Pa
C 1.02 × 106 Pa
D 1.02 × 107 Pa
16 Which row describes the arrangement and the motion of the molecules in a gas?
arrangement motion
17 A bubble of air of volume 3.0 mm3 is under water. The bubble is at a depth where the pressure of
the air inside the bubble is four times atmospheric pressure.
The temperature of the air in the bubble stays the same as it rises to the surface.
What is the volume of the air in the bubble as it reaches the surface?
18 The same quantity of thermal energy is supplied to each of four blocks. Each block is made from
a different material.
A B C D
19 A liquid turns into a gas. This occurs only at one particular temperature, and the change happens
throughout the liquid.
A boiling
B condensation
C evaporation
D fusion
20 In a cold country, a bicycle has been left outside all night. The cyclist finds the plastic hand grips
feel less cold to the touch than the steel handlebars.
Which row correctly describes the temperature and the property of the two materials?
the temperature of the two materials the property of the two materials
A the temperature of the steel is the plastic is a better thermal
much lower than that of the plastic conductor than the steel
B the temperature of the steel is the steel is a better thermal
much lower than that of the plastic conductor than the plastic
C the steel and the plastic are the plastic is a better thermal
both at the same temperature conductor than the steel
D the steel and the plastic are the steel is a better thermal
both at the same temperature conductor than the plastic
new material
What type of material should the tent be made of to reflect the radiant energy from the Sun?
material material
texture surface colour
A dull black
B dull white
C shiny black
D shiny white
22 A large hill blocks the direct path between a transmitter of radio waves and a receiver, as shown.
transmitter
hill receiver
The receiver picks up the signal from the transmitter even though the radio waves do not travel
through the hill.
23 A ray of light is incident on a plane mirror. A student measures the angle of incidence i and the
angle of reflection r.
incident i r reflected
ray ray
The student varies the angle of incidence and then plots a graph of r against i.
A B C D
r r r r
0 0 0 0
0 i 0 i 0 i 0 i
radio
γ-rays X-rays ultraviolet visible light infrared microwaves
waves
increasing ......................
A amplitude
B frequency
C speed
D wavelength
26 Which row gives a possible set of values for the speed of sound in ice, in water and in steam?
28 A plastic rod is rubbed with a dry cloth. The rod becomes positively charged.
29 There is a current of 2.0 A in a resistor for 30 s. The potential difference (p.d.) across the resistor
is 12 V.
X Y Z
What is the correct order of the resistances of the arrangements from the largest to the smallest?
A X→Y→Z
B Y→X→Z
C Z→X→Y
D Z→Y→X
31 Resistors of 1.0 Ω, 2.0 Ω and 3.0 Ω are connected in parallel with a cell.
A The current in each resistor is different but the potential difference (p.d.) across each resistor
is the same.
B The current in each resistor is the same but the potential difference across each resistor is
different.
C The potential difference across the 3.0 Ω is greater than the potential difference across the
1.0 Ω resistor.
D The sum of the potential differences across each resistor is equal to the electromotive force
(e.m.f.) of the cell.
33 Which single logic gate behaves the same as the combination of logic gates shown?
coil
S N
36 A step-down transformer is 100% efficient. It has an input voltage of 240 V a.c. and an output
voltage of 60 V a.c.
37 The diagrams show the simple atomic structure for two neutral atoms X and Y of different
elements.
X Y
A X X
B X Y
C Y X
D Y Y
A
238
94
Pu → 238
95
U + –10 α
B
238
94
Pu → 234
92
U + 42 α
C
238
94
Pu → 234
92
U + 42 α
D
238
94
Pu → 242
96
U + 42 α
A detector close to a sample of this isotope gives a count rate of 200 counts per minute.
Without the source, the background count is 20 counts per minute.
40 Why are some radioactive sources stored in boxes made from lead?
BLANK PAGE
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/31
Paper 3 Core Theory October/November 2019
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range
may be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
B marks are independent marks, which do not depend on other marks. For a B mark to be scored, the point to which it refers must be
seen specifically in the candidate’s answer.
M marks are method marks upon which accuracy marks (A marks) later depend. For an M mark to be scored, the point to which it refers
must be seen in a candidate's answer. If a candidate fails to score a particular M mark, then none of the dependent A marks
can be scored.
C marks are compensatory marks in general applicable to numerical questions. These can be scored even if the point to which they
refer are not written down by the candidate, provided subsequent working gives evidence that they must have known it.
For example, if an equation carries a C mark and the candidate does not write down the actual equation but does correct
substitution or working which shows he knew the equation, then the C mark is scored. A C mark is not awarded if a candidate
makes two points which contradict each other. Points which are wrong but irrelevant are ignored.
A marks A marks are accuracy or answer marks which either depend on an M mark, or which are one of the ways which allow a C mark
to be scored. A marks are commonly awarded for final answers to numerical questions. If a final numerical answer, eligible for
A marks, is correct, with the correct unit and an acceptable number of significant figures, all the marks for that question are
normally awarded.
Brackets ( ) Brackets around words or units in the mark scheme are intended to indicate wording used to clarify the mark scheme, but the
marks do not depend on seeing the words or units in brackets, e.g. 10 (J) means that the mark is scored for 10, regardless of
the unit given.
Underlining Underlining indicates that this must be seen in the answer offered, or something very similar.
OR / or This indicates alternative answers, any one of which is satisfactory for scoring the marks.
Ignore This indicates that something which is not correct or irrelevant is to be disregarded and does not cause a right plus wrong
penalty.
Spelling Be generous about spelling and use of English. If an answer can be understood to mean what we want, give credit. However,
do not allow ambiguities, e.g. spelling which suggests confusion between reflection / refraction / diffraction or thermistor /
transistor / transformer.
ecf meaning ‘error carried forward’ is mainly applicable to numerical questions, but may in particular circumstances be applied in
non-numerical questions. This indicates that if a candidate has made an earlier mistake and has carried an incorrect value
forward to subsequent stages of working, marks indicated by ecf may be awarded, provided the subsequent working is correct,
bearing in mind the earlier mistake. This prevents a candidate from being penalised more than once for a particular mistake,
but only applies to marks annotated ecf.
Significant Answers are normally acceptable to any number of significant figures ⩾ 2. Any exceptions to this general rule will be specified
in the mark scheme.
mass = 1000 × 0.05 C1
50 (kg) A1
density of full barrel OR its density OR density of plastic OR density of barrel OR density of (pure) water is less than C1
sea water
density of plastic OR barrel AND (pure) water is less than sea water A1
2(a) (student) S B1
83.37 ÷ 50 C1
1.67 (s) cao A1
2(c) 165 (mm) B1
3(b)(i) 30 (cm) B1
3(b)(ii) 2.5 (N) B1
6.0 ÷ 10 C1
0.6(0) (kg) A1
6000 × 2.1 C1
12 600 A1
Nm B1
5 Box 1 3 B3
Box 2 3
Box 3
Box 4
Box 5 3
7(a)(ii) image drawn from axis to point where rays cross and labelled I B1
8(a)(ii) longitudinal B1
8(b)(ii) (14.4 ÷ 4 =) 3.6 (cm) B1
9(b) electrons M1
2. no force circled B1
(R = ) 4.5 ÷ 0.25 C1
18 ( Ω) A1
180 (V) A1
2. strongly (ionising) B1
3. weakly (penetrating) B1
PHYSICS 0625/31
Paper 3 Theory (Core) October/November 2019
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (SC/FC) 172324/4
© UCLES 2019 [Turn over
2
1 Fig. 1.1 shows a plastic water barrel. The barrel is full of water.
barrel
Fig. 1.1
(a) The water barrel contains 0.050 m3 of pure water. The density of pure water is 1000 kg / m3.
(b) The density of sea water is 1030 kg / m3. The density of the plastic is 1000 kg / m3. Use this
information and the information in (a) to state and explain whether the full barrel will float in
sea water.
statement ..................................................................................................................................
explanation ...............................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
[Total: 5]
2 Four students P, Q, R and S each attempt to measure the time period (the time for one complete
oscillation) of a pendulum. The arrows in Fig. 2.1 show the movements of the pendulum that each
student times.
P Q R S
Fig. 2.1
(a) State the student who has chosen the correct movement for one period of a pendulum.
(b) Another student uses a stopwatch to measure the time taken for 50 periods of a pendulum.
Fig. 2.2 shows the time taken on the stopwatch.
min s 1 s
100
01:23.37
Fig. 2.2
Calculate the time for one period of the pendulum. Give your answer to 3 significant figures.
(c) The student measures the displacement of the pendulum bob from its rest position. The
displacement is 16.5 cm, as shown in Fig. 2.3.
16.5 cm
Fig. 2.3
[Total: 5]
3 Fig. 3.1 shows a spring with no load attached. Fig. 3.2 shows the same spring with a load attached.
stand
spring
load
(a) Describe how a student can determine the extension of the spring. You may draw on Fig. 3.1
and Fig. 3.2 as part of your answer.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(b) The student plots a graph of load against extension, as shown in Fig. 3.3.
10.0
load / N
9.0
8.0
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
0 4 8 12 16 20 24 28 32 36 40
extension / cm
Fig. 3.3
(ii) Determine the load that would produce an extension of 10.0 cm.
[Total: 8]
4 Fig. 4.1 shows a tractor fitted with a device for breaking up soil in a field.
device tractor
heavy weight
Fig. 4.1
(a) (i) The tractor has a heavy weight at the front. Explain why the heavy weight is needed.
...........................................................................................................................................
..................................................................................................................................... [1]
(ii) Fig. 4.2 represents the weight of the device and its distance from the pivot.
pivot
2.1 m
6000 N
Fig. 4.2
Calculate the moment of the weight of the device about the pivot. State the unit.
(b) Fig. 4.3 shows a tractor fitted with narrow tyres and the same tractor fitted with wide tyres.
Explain why wide tyres are more suitable for the tractor on soft soil.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 8]
Some statements are correct. Put a tick (✓) in the box alongside each of these.
[Total: 3]
6 Fig. 6.1 shows a mirror periscope. The periscope is used to view a golfer over the heads of other
people. The periscope has two plane mirrors each at an angle of 45° to the vertical.
periscope
45°
ray of light
plane
mirror
golfer
45°
plane
mirror
1. Continue the ray of light from the golfer towards the upper mirror of the periscope
2. Draw and label the normal at the point where the ray strikes the mirror.
[1]
(ii) On Fig. 6.1, continue the ray of light after reflection at the upper mirror until it leaves the
periscope. [1]
(iii) State the law of reflection used to deduce the position of the ray of light after striking the
mirrors.
..................................................................................................................................... [1]
(b) Fig. 6.2 shows three rays of red light each entering a semi-circular glass block.
air
X semi-circular
glass block
air
Y semi-circular
glass block
air
Z
semi-circular
glass block
ray of red light
Fig. 6.2
Table 6.1
Using the information in Table 6.1, draw on Fig. 6.2 to complete the path of each ray of red
light. [3]
[Total: 6]
Fig. 7.1 shows a ray of light from the object passing through the lens.
Fig. 7.1
On Fig. 7.1, draw another ray from X to locate the position of the image. [1]
(ii) On Fig. 7.1, draw an arrow to represent the image of OX and label it I. [1]
(iii) On Fig. 7.1, mark a principal focus for the lens and label it F. [1]
(iv) On Fig. 7.1, measure and record the focal length of the lens.
enlarged
diminished
same size
inverted
upright
[2]
[Total: 6]
8 (a) Fig. 8.1 shows a student listening to the sound produced by a tuning fork.
tuning fork
Fig. 8.1
..................................................................................................................................... [1]
(ii) Complete the following sentence. Choose a word from the box.
A student with healthy ears cannot hear this sound. Explain why.
...........................................................................................................................................
..................................................................................................................................... [2]
(i) The air particles are moving. On Fig. 8.2, draw two arrows in opposite directions to show
the movement of the air particles. [1]
(ii) Use Fig. 8.2 to determine the wavelength of the sound wave.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [4]
[Total: 10]
(a) The student places a bar magnet on a piece of paper, as shown in Fig. 9.1.
N S
piece of
paper
Fig. 9.1
Show the pattern of magnetic field lines around the bar magnet.
Draw two lines above the magnet and two lines below the magnet. Start and finish each line
at a pole. Include one arrow to show the direction of the magnetic field. [3]
(b) The student rubs a plastic rod with a dry cloth. The plastic rod becomes positively charged.
Explain why the friction between the plastic and the cloth causes the plastic to become
positively charged.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
(c) The student investigates the forces between two pairs of objects.
State whether there is a force of attraction, a force of repulsion, or no force between the pairs
of objects. Draw a ring around one phrase for each pair of objects.
thin cotton
+ +
+ + + +
+ + + +
+++ +++
Fig. 9.2
Fig. 9.3
[Total: 7]
Fig. 10.1 shows part of the circuit she uses. The circuit is incomplete.
component X switch
Fig. 10.1
(a) (i) To determine the resistance of the lamp, the teacher adds two meters to her circuit.
On Fig. 10.1, draw circuit symbols to show each meter correctly connected in the circuit.
[3]
(ii) When the current in the lamp is 0.25 A, the potential difference (p.d.) across the lamp is
4.5 V. Calculate the resistance of the lamp.
..................................................................................................................................... [1]
(ii) Describe and explain how the teacher uses component X to investigate the resistance of
the lamp.
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 9]
© UCLES 2019 0625/31/O/N/19 [Turn over
18
...........................................................................................................................................
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [3]
core
input output
12 V a.c. voltage
voltage
Fig. 11.1
(i) State the name of a suitable material for the core of the transformer.
..................................................................................................................................... [1]
(ii) Explain how the diagram in Fig. 11.1 shows a step-up transformer.
...........................................................................................................................................
..................................................................................................................................... [1]
(iii) Using the information in Fig. 11.1, calculate the output voltage of the transformer.
[Total: 8]
(a) In the first experiment the count rate for a sample of a radioactive isotope is measured every
30 seconds for 6 minutes.
Table 12.1
count rate
time / minutes
counts / second
0.0 1246
0.5 1036
1.0 941
1.5 810
2.0 686
2.5 621
3.0 550
3.5 468
4.0 421
4.5 368
5.0 318
5.5 280
6.0 242
Estimate the half-life of the radioactive isotope. Use the information in the table.
(b) In the second experiment the teacher repeats the procedure with another sample of the same
radioactive isotope. The mass of the second sample is greater than that of the first sample.
Suggest a value for the count rate for this sample at the start of the experiment.
(c) One type of particle emitted during radioactive decay is an α-particle (alpha particle).
Describe:
..................................................................................................................................... [1]
..................................................................................................................................... [1]
..................................................................................................................................... [1]
[Total: 5]
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Theory (Extended) October/November 2019
1 hour 15 minutes
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (NH/CGW) 174867/3
© UCLES 2019 [Turn over
2
Fig. 1.1 is the speed-time graph for the first 25 s of its motion.
40
speed
m/s
30
20
10
0
0 5 10 15 20 25
t/s
Fig. 1.1
(b) Describe the motion of the car between t = 10 s and t = 15 s. Explain how Fig. 1.1 shows this.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) Between t = 10 s and t = 15 s, the force exerted on the car due to the engine remains constant.
Suggest and explain why the car moves in the way shown by Fig. 1.1.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 9]
2 (a) State two properties of an object that may be changed by the action of forces.
1. ...............................................................................................................................................
2. ...............................................................................................................................................
[2]
(b) A chest expander is a piece of equipment used by athletes in a gym. Fig. 2.1 shows a chest
expander that consists of five identical springs connected in parallel between two handles.
springs
Fig. 2.1
Two athletes are stretching the chest expander by pulling on the two handles in opposite
directions.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Each athlete pulls the handle towards himself with a force of 1300 N.
2. The chest expander stretches and each spring is now 0.94 m long.
k = ........................................................ [2]
(iii) State the energy changes taking place as the two athletes use their muscles to stretch
the chest expander.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
[Total: 9]
3 Fig. 3.1 shows a shooting competition, where air rifles fire soft metal pellets at distant targets.
target
air rifle
Fig. 3.1
...................................................................................................................................................
............................................................................................................................................. [1]
Determine:
(i) the speed with which the pellet leaves the rifle
Describe how the molecular structure of the liquid metal differs from that of the solid metal.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
[Total: 9]
4 Fig. 4.1 shows a loudspeaker that is producing a sound wave in air of frequency 15 000 Hz.
hollow
paper
cone
Fig. 4.1
(a) Describe how the cone of the loudspeaker produces this sound.
...................................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [3]
(c) The loudspeaker is placed a considerable distance to the left of a barrier with a gap. The
width of the gap is double the wavelength of the sound. Sound from the loudspeaker reaches
the barrier and passes through the gap.
barrier
barrier
On Fig. 4.2, sketch a diagram that represents the sound wave as a series of wavefronts
• in the gap
[Total: 8]
5 Fig. 5.1 shows a sphere that is negatively charged. The sphere is attached to a plastic stand.
plastic stand
Fig. 5.1
(a) On Fig. 5.1, draw arrows to indicate the pattern and direction of the electric field in the region
surrounding the sphere. [2]
(b) A smaller, uncharged metal sphere S is suspended by a plastic thread and brought close to
the negatively charged sphere. Fig. 5.2 shows the two spheres.
plastic thread
Fig. 5.2
...........................................................................................................................................
..................................................................................................................................... [1]
Describe what happens in the wire and state how this affects the charge on S.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(c) The metal sphere S is an electrical conductor. The plastic thread is an electrical insulator.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [2]
[Total: 9]
6 Fig. 6.1 shows a shower that takes in cold water. The water passes through an electric water
heater and emerges from the showerhead at a higher temperature.
showerhead
electric
water heater
Fig. 6.1
(ii) Suggest a suitable rating for the fuse in the heater circuit.
(b) The specific heat capacity of water is 4200 J / (kg °C). The initial temperature of the cold water
is 16 °C.
Determine the maximum mass of water that can be heated to a temperature of 35 °C in 1.0 s.
(c) A safety control in the shower switches off the shower when the water becomes dangerously
hot. The control uses a thermocouple thermometer to measure the temperature of the heated
water.
(i) Describe the structure of a thermocouple thermometer. Include a diagram in your answer.
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Suggest one reason why a thermocouple thermometer is suitable for this purpose.
...........................................................................................................................................
..................................................................................................................................... [1]
[Total: 10]
7 The resistance of a 1.0 m length of resistance wire is 7.6 Ω. A length of this wire is taped to a metre
rule. A crocodile clip is connected to one end of the resistance wire exactly at the 0 m mark of the
rule. Fig. 7.1 shows the crocodile clip connected to terminal P.
crocodile clip
resistance wire
connecting wire
terminal P terminal Q
Fig. 7.1
A second terminal Q is connected to a movable contact using a long length of connecting wire.
The movable contact is in contact with the resistance wire at a length l from the 0 m mark on the
rule.
The movable contact is placed at different points on the resistance wire. The resistance R of the
length l of the wire depends on l.
(a) On Fig. 7.2, sketch a graph to show how R varies with l for values of l between l = 0 and
l = 1.0 m. Mark appropriate values on the axes of the graph.
R/Ω
0
0 l/m
Fig. 7.2
[2]
(b) Fig. 7.3 shows a battery of electromotive force (e.m.f.) 12 V connected across the 1.0 m length
of the resistance wire.
12 V
l
movable contact metre rule
resistance wire
terminal P terminal Q
Fig. 7.3
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(ii) Calculate:
2. the potential difference (p.d.) between terminal P and terminal Q when l = 0.35 m
3. the charge that passes through the resistance wire in 5.5 minutes.
[Total: 9]
8 Fig. 8.1 shows a ray of red light incident on one side of a glass prism in air.
glass prism
red light
Fig. 8.1
(a) The angle of incidence is 53° and the angle of refraction in the glass is 30°.
nR = ........................................................ [2]
(ii) On Fig. 8.1, sketch a line to indicate the path of the red light when it emerges from the
glass prism. Label this path R. [1]
(iii) Explain why the quantity refractive index does not have a unit.
...........................................................................................................................................
..................................................................................................................................... [1]
(b) For violet light, the refractive index nV of glass is slightly larger than nR.
(i) A ray of violet light is incident on the prism along the same path as the ray of red light.
On Fig. 8.1, sketch a line to indicate the path of the violet light in the prism and when it
emerges into the air. Label this path V. [1]
(ii) When a ray of white light is incident on the prism, dispersion produces a continuous
spectrum of coloured light.
State how the speed of light in glass depends on its frequency. Explain how this is shown
by the dispersion of white light in the prism.
statement ..........................................................................................................................
explanation ........................................................................................................................
...........................................................................................................................................
[3]
[Total: 8]
© UCLES 2019 0625/41/O/N/19
17
BLANK PAGE
9 (a) The chemical symbol of the element lithium is Li. The proton number of lithium is 3.
Fig. 9.1
(i) Write down, using nuclide notation, the symbol that represents this isotope of lithium.
..................................................................................................................................... [1]
(ii) This isotope of lithium decays by β-particle emission to form another nucleus.
• using the same representation as in Fig. 9.1 and in the space after the arrow, draw
a diagram of the nucleus formed by the decay
• writing the name of the particle that is identical to a β-particle on the answer line
provided.
+
.............................................
Fig. 9.2
[3]
(b) A radiation detector is set up in a laboratory where there are no radioactive samples.
On six separate occasions, the detector is switched on for 1.0 minute and the background
count is recorded. The counts are:
23 27 25 24 20 25
..................................................................................................................................... [1]
..................................................................................................................................... [1]
(iii) A sample containing only one radioactive isotope is brought into the laboratory. The
half-life of the isotope is 15 hours.
The sample is placed near to the radiation detector in this laboratory. The detector is
switched on and, after 1.0 minute, a count of 440 is recorded.
The sample is left next to the detector and the experiment is repeated 45 hours later.
[Total: 9]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/41
Paper 4 Extended Theory October/November 2019
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific
content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking
principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question
as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be
limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade
descriptors in mind.
2(b)(ii)1. 260 N B1
2(b)(ii)2. k = F / x in any form words, symbols or numbers or (k =) F / x or 260 / (0.94 – 0.63) or 260 / 0.31 C1
840 N / m A1
3(c) accept reverse comments if clearly about how the molecular structure of a solid differs from that of a liquid
(molecules / they) have an irregular arrangement / not ordered / random arrangement B1
(molecules / they) are (slightly) further apart (on average) B1
(molecules / they are) not fixed in place B1
5(b)(ii) it moves towards / attracted towards the negatively charged sphere / to the left B1
5(b)(iii) electrons / negative charges move (along the wire) towards Earth / towards ground / down the wire B1
S becomes positively charged B1
6(b) E = Pt or in any form words, symbols or numbers or (E =) Pt or 9000 × 1.0 or 9000 J seen C1
35 – 16 or 19 (°C) seen C1
m = E /(c∆T) or in any form words, symbols or numbers or (m =) E /(c∆T) or 9000 / (4200 × 19) C1
0.11 kg A1
6(c)(i) two different metal wiresjoined at one end and voltmeter or three metal wires and two different joined ABA and voltmeter B1
between free ends between free ends B1
7(a) 7 / 7.6 / 8 / 10 marked towards top of y-axis and 1(.0) towards right of x-axis B1
a straight line of positive gradient from 0, 0 to point 1.0, 7.6 B1
2. 4.2 V or 4.3 V B1
3. Q = It or in any form words, symbols or numbers or (Q =) It or 1.6 × 5.5 × 60 or 1.6 × 5.5 or 8.8 (C) C1
520 C or 530 C A1
8(a)(i) n = sin(i) / sin(r) in any form words, symbols or numbers or (n =) sin(i) / sin(r) or sin(53°) / sin(30°) C1
1.6 A1
8(a)(ii) path emerging into air along correct path (by eye) and labelled R B1
8(a)(iii) ratio / division of two identical quantities / speeds / sine functions / (pure) numbers B1
8(b)(i) path labelled V with two correct refractions and below path of red light in glass B1
8(b)(ii) larger frequency results in smaller speed (in glass) or r.a. (reverse argument) or inversely related / proportional. B1
9(a)(i) 8
3
(Li) B1
9(a)(ii) 4× B1
4× B1
electron B1
PHYSICS 0625/51
Paper 5 Practical Test October/November 2019
CONFIDENTIAL INSTRUCTIONS
* 2 6 7 6 4 3 3 2 5 0 *
This document gives details of how to prepare for and administer the practical exam.
The information in this document and the identity of any materials supplied by Cambridge International
are confidential and must NOT reach candidates either directly or indirectly.
The supervisor must complete the report at the end of this document and return it with the scripts.
If you have any queries regarding these confidential instructions, contact Cambridge International stating the
centre number, the syllabus and component number and the nature of the query.
email info@cambridgeinternational.org
phone +44 1223 553554
fax +44 1223 553558
DC (PQ/TP) 176075/2
© UCLES 2019 [Turn over
2
Centres must follow the guidance on science practical exams given in the Cambridge Handbook.
Safety
Supervisors must follow national and local regulations relating to safety and first aid.
Only those procedures described in the question paper should be attempted.
Supervisors must inform candidates that materials and apparatus used in the exam should be treated
with caution. Suitable eye protection should be used where necessary.
● The packets containing the question papers must not be opened before the exam.
● It is assumed that standard school laboratory facilities, as indicated in the Guide to Planning
Practical Science, will be available.
● Spare materials and apparatus for the tasks set must be available for candidates, if required.
● It must be made clear to candidates at the start of the exam that they may request spare
materials and apparatus for the tasks set.
● Where specified, the supervisor must perform the experiments and record the results as
instructed. This must be done out of sight of the candidates, using the same materials and
apparatus as the candidates.
● Any assistance provided to candidates must be recorded in the supervisor’s report.
● If any materials or apparatus need to be replaced, for example, in the event of breakage or
loss, this must be recorded in the supervisor’s report.
● The supervisor must complete a report for each practical session held and each laboratory
used.
● Each packet of scripts returned to Cambridge International must contain the following items:
● the scripts of the candidates specified on the bar code label provided
● the supervisor’s results relevant to these candidates
● the supervisor’s reports relevant to these candidates
● seating plans for each practical session, referring to each candidate by candidate number
● the attendance register.
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
Notes
1. If the metre rule has two scales in opposite directions, one scale must be taped over.
2. The triangular block can be made of any solid material that is durable enough to support the ruler
(i) and the masses in (iii). When placed on a surface with its apex pointing upward, the height of
the apex should be about 5–8 cm above the surface.
3. Any suitable masses that can rest on the metre rule can be used. Slotted masses taped together
are suitable.
Action at changeover
Question 2
Items to be supplied by the Centre (per set of apparatus unless otherwise specified)
(i) Power supply with an output potential difference (p.d.) of 1.5 V–3 V. Where candidates
are provided with a power supply with a variable output p.d., the p.d. must be set by the
Supervisor and fixed (e.g. taped). See note 2.
(ii) Three identical lamps in suitable holders. Any lamps will suffice, provided that they glow when
connected as shown in Fig. 2.1. See note 3.
(iii) Switch. The switch may be an integral part of the power supply.
(iv) Ammeter capable of reading up to 1.00 A with a resolution of at least 0.05 A. See note 4.
(v) Voltmeter capable of measuring the supply p.d. with a resolution of at least 0.1 V. See note 4.
(vi) Sufficient connecting leads to construct the circuit shown in Fig. 2.1, with two additional leads.
(vii) Spare lamps should be available.
Notes
power supply
L1
Fig. 2.1
2. If cells are to be used, they must remain adequately charged throughout the examination. Spare
cells must be available.
3. The lamps must be labelled L1, L2 and L3. The lamps must have suitable terminals so that
candidates are able easily and quickly to rearrange the circuit. Spare lamps should be available.
4. Either analogue or digital meters are suitable. Any variable settings must be set by the Supervisor
and fixed (e.g. taped). Spare meters should be available.
Action at changeover
Check that the circuit and all the lamps work. Switch off.
Question 3
Items to be supplied by the Centre (per set of apparatus, unless otherwise specified)
Notes
1. The hot water is to be supplied for each candidate by the Supervisor. The water should be
maintained at a temperature as hot as is reasonably and safely possible. Each candidate will
require about 300 cm3 of hot water.
2. Candidates should be warned of the dangers of burns or scalds when using hot water.
Action at changeover
Question 4
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
Supervisor’s report
Syllabus and component number /
Centre number
Give details of any difficulties experienced by the centre or by candidates (include the relevant
candidate names and candidate numbers).
Declaration
1 Each packet that I am returning to Cambridge International contains the following items:
the scripts of the candidates specified on the bar code label provided
the supervisor’s results relevant to these candidates
the supervisor’s reports relevant to these candidates
seating plans for each practical session, referring to each candidate by candidate number
the attendance register
2 Where the practical exam has taken place in more than one practical session, I have clearly
labelled the supervisor’s results, supervisor’s reports and seating plans with the time and
laboratory name/number for each practical session.
3 I have included details of difficulties relating to each practical session experienced by the centre
or by candidates.
4 I have reported any other adverse circumstances affecting candidates, e.g. illness, bereavement
or temporary injury, directly to Cambridge International on a special consideration form.
PHYSICS 0625/51
Paper 5 Practical Test October/November 2019
1 hour 15 minutes
Candidates answer on the Question Paper.
Additional Materials: As listed in the Confidential Instructions.
Write your centre number, candidate number and name in the spaces at the top of the page.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
Total
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (PQ/TP) 176076/2
© UCLES 2019 [Turn over
2
1 In this experiment, you will determine the weight of a metre rule using a balancing method.
pivot bench
Fig. 1.1
(a) • Place the metre rule on the pivot. Place the load P, labelled 1.5 N, on the metre rule at
the 90.0 cm mark. Keep P at the 90.0 cm mark and adjust the position of the metre rule
on the pivot so that the metre rule is as near as possible to being balanced.
• In Table 1.1, record the distance a from the 50.0 cm mark to the pivot.
• In Table 1.1, record the distance b from the 90.0 cm mark to the pivot.
a
• Calculate . Record its value in Table 1.1.
b
• Repeat the procedure using the loads labelled 1.2 N, 1.0 N, 0.8 N and 0.5 N.
Table 1.1
Weight of a
a / cm b / cm
load P / N b
1.5
1.2
1.0
0.8
0.5
[3]
a
(b) Plot a graph of Weight of Load P / N (y-axis) against (x-axis). You do not need to begin your
b
axes at the origin, (0,0).
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ........................................................ [2]
(d) The gradient G is numerically equal to the weight W of the metre rule.
Write down the value of W to an appropriate number of significant figures for this experiment.
Include the unit.
W = ........................................................ [2]
[Total: 11]
The circuit shown in Fig. 2.1 has been set up for you.
power supply
L1
Fig. 2.1
(a) (i) Close the switch. Measure and record the potential difference (p.d.) V1 across the lamp
L1 and the current I1 in the circuit. Open the switch.
V1 = ..............................................................
I1 = ..............................................................
[2]
V1
(ii) Calculate the resistance R1 of the lamp L1 using the equation R1 = .
I1
R1 = ........................................................ [1]
Connect the voltmeter across the two lamps L1 and L2. Close the switch.
• Measure and record the p.d. V2 across lamps L1 and L2 and the current I2 in the circuit.
Open the switch.
V2 = ..............................................................
I2 = ..............................................................
• Calculate the combined resistance R2 of lamps L1 and L2 connected in series, using the
V2
equation R2 = .
I2
R2 = ..............................................................
[1]
Connect the voltmeter across all three lamps. Close the switch.
• Measure and record the potential difference V3 across the three lamps and the current I3
in the circuit. Open the switch.
V3 = ..............................................................
I3 = ..............................................................
• Calculate the combined resistance R3 of lamps L1, L2 and L3 connected in series, using
V3
the equation R3 = .
I3
R3 = ..............................................................
[2]
(d) A student suggests that the resistance R3 of the three lamps connected in series should be
given by the equation R3 = 3 × R1.
State whether your results agree with this suggestion. Justify your answer by reference to
your results.
statement ..................................................................................................................................
justification .................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
power supply
Fig. 2.2
[3]
[Total: 11]
BLANK PAGE
θR = ........................................................ [1]
(b) • Pour 200 cm3 of hot water into the beaker. Place the thermometer in the beaker.
• Measure the temperature θ of the hot water in the beaker and immediately start the
stopclock.
• Continue recording the temperature θ of the water every 60 s until you have a total of six
sets of readings of time and temperature in Table 3.1.
Table 3.1
t/ θ/
0
[2]
(c) • Calculate the decrease in temperature Δθ1 during the first 120 s.
Δθ1 = ..............................................................
Δθ2 = ..............................................................
[1]
(d) (i) Tick the box to show your conclusion from the results in (c).
T
he average rate of cooling is greater in the first 120 s than the average rate of
cooling in the last 120 s.
T
he average rate of cooling is less in the first 120 s than the average rate of
cooling in the last 120 s.
The average rate of cooling is the same in the first 120 s as in the last 120 s.
[1]
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(e) Suggest two ways in which you could reduce the rate of loss of thermal energy from the
beaker in this type of experiment.
1 ...............................................................................................................................................
...................................................................................................................................................
2 ...............................................................................................................................................
...................................................................................................................................................
[2]
(f) Draw a diagram of a measuring cylinder being used to determine the volume of water poured
into the measuring cylinder. Show clearly the water level and draw a straight line showing the
line of sight required to obtain an accurate reading of the volume of water.
[2]
[Total: 11]
© UCLES 2019 0625/51/O/N/19 [Turn over
10
4 A student investigates the time taken for metal balls to stop moving after being released on a
curved track. Fig. 4.1 shows the shape of the track. The track is flexible, so the shape of the curve
can be changed.
metal ball
Fig. 4.1
The student can also use other apparatus and materials that are usually available in a school
laboratory.
Plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving
after being released on a curved track. You are not required to carry out this investigation.
• state which variables you would keep constant and which variable you would change
• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)
You may add to the diagram in Fig. 4.1 if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/51
Paper 5 Practical October/November 2019
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range
may be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
b values (40 – a) 1
1(b) Graph:
Suitable scales 1
Unit N 1
2(a)(ii) R1 correct 1
2(c) V3 and I3 present correct units V, A and Ω seen and not contradicted 1
R3 < 3R1 1
3(b) Units s and °C; times 60, 120, 180, 240, 300 1
4 MP1 1
How the ball will move:
Back and forth / like a pendulum
MP2 1
Release from a determined position, time until stops
MP3 1
Repeat with at least two more values of independent variable
MP4 1
Statement of variable to be changed
MP5 1
Statement of a variable to keep constant
MP6 1
Table with columns for chosen variable that is changed and time with correct units, s for time.
MP7 1
Compare chosen variable with time.
Or plot graph of chosen variable against time.
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2019
1 hour
Candidates answer on the Question Paper.
No Additional Materials are required.
Write your centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
DC (PQ/TP) 176070/2
© UCLES 2019 [Turn over
2
pivot bench
Fig. 1.1
• He places the load P, labelled 1.5 N, on the metre rule at the 90.0 cm mark.
• Keeping P at the 90.0 cm mark, he adjusts the position of the metre rule on the pivot so
that the metre rule is as near as possible to being balanced.
• In Table 1.1, he records the distance a from the 50.0 cm mark to the pivot.
(i) Calculate, and record in Table 1.1, the distance b between the centre of load P and the
pivot. [1]
a
(ii) Calculate . Record its value in Table 1.1. [1]
b
(b) The student repeats the procedure using loads of 1.2 N, 1.0 N, 0.8 N and 0.5 N. The readings
and results are shown in Table 1.1.
Table 1.1
Weight of a
a / cm b / cm
load, P / N b
1.5 23.1
1.2 21.2 18.8 1.13
1.0 18.9 21.1 0.900
0.8 16.8 23.2 0.724
0.5 12.5 27.5 0.455
a
Plot a graph of weight of load P / N (y-axis) against (x-axis). You do not need to begin your
b
axes at the origin, (0,0).
[4]
(c) Determine the gradient G of the graph. Show clearly on the graph how you obtained the
necessary information.
G = ........................................................ [2]
(d) The gradient G is numerically equal to the weight W of the metre rule. Write down the value of
W to an appropriate number of significant figures for this experiment. Include the unit.
W = ........................................................ [2]
(e) The student has assumed that the centre of mass of the metre rule is at the 50.0 cm mark.
Explain briefly how you would find as accurately as possible the position of the centre of
mass of the metre rule. No extra apparatus or materials are available.
...................................................................................................................................................
...................................................................................................................................................
............................................................................................................................................. [1]
© UCLES 2019 0625/61/O/N/19 [Turn over
4
(f) Briefly state the main difficulty that you would have when carrying out this type of balancing
experiment.
...................................................................................................................................................
............................................................................................................................................. [1]
[Total: 12]
power supply
L1
Fig. 2.1
(a) She records the potential difference V1 across the lamp L1 and the current I1 in the circuit.
The meters are shown in Fig. 2.2 and Fig. 2.3.
5 6 7 0.4 0.6
3 4
2 8 0.2 0.8
1 9
0 10 0 1.0
A
V
V1 = ..............................................................
I1 = ..............................................................
[3]
V1
(ii) Calculate the resistance R1 of the lamp L1 using the equation R1 = .
I1
R1 = ........................................................ [1]
She records the potential difference V2 across lamps L1 and L2 and the current I2 in the
circuit.
2.4 V
V2 = ..............................................................
I2 = ..............................................................
0.21 A
Calculate the combined resistance R2 of lamps L1 and L2 connected in series, using the
V
equation R2 = 2.
I2
R2 = ..............................................................
[1]
She records the potential difference V3 across the three lamps and the current I3 in the circuit.
2.4 V
V3 = ..............................................................
I3 = ..............................................................
0.17 A
14.1 Ω
R3 = ..............................................................
A student suggests that the resistance R3 of the three lamps connected in series should
be given by the equation R3 = 3 × R1. State whether the results agree with this suggestion.
Justify your answer by reference to the results.
statement ..................................................................................................................................
justification ................................................................................................................................
...................................................................................................................................................
...................................................................................................................................................
[2]
© UCLES 2019 0625/61/O/N/19
7
• the voltmeter connected to measure the potential difference across the lamps
power supply
Fig. 2.4
[3]
[Total: 10]
(a) The thermometer in Fig. 3.1 shows room temperature θR at the beginning of the experiment.
Record θR.
Fig. 3.1
θR = ........................................................ [1]
(b) • The student pours 200 cm3 of hot water into a beaker. He places a thermometer in the
water.
• He immediately starts the stopclock and continues recording the temperature of the
water every 60 s. The temperature readings are shown in Table 3.1.
Table 3.1
t/ θ/
0 95
89
85
81
78
(c) • Calculate the decrease in temperature Δθ1 during the first 120 s.
Δθ1 = ..............................................................
Δθ2 = ..............................................................
[1]
(d) (i) Tick the box to show your conclusion from the results in (c).
T
he average rate of cooling is greater in the first 120 s than the average rate of
cooling in the last 120 s.
T
he average rate of cooling is less in the first 120 s than the average rate of
cooling in the last 120 s.
The average rate of cooling is the same in the first 120 s as the last 120 s.
[1]
...........................................................................................................................................
...........................................................................................................................................
..................................................................................................................................... [2]
(e) Suggest two ways in which the student could reduce the rate of loss of thermal energy from
the beaker in this type of experiment.
1 ...............................................................................................................................................
2 ...............................................................................................................................................
[2]
(f) Draw a diagram of a measuring cylinder being used to determine the volume of water. Show
clearly the water level and draw, with a ruler, a straight line showing the line of sight required
to obtain an accurate reading of the volume of water.
[2]
[Total: 11]
4 A student is investigating the time taken for metal balls to stop moving after being released on a
curved track. Fig. 4.1 shows the shape of the track. The track is flexible, so the shape of the curve
can be changed.
metal ball
Fig. 4.1
The student can also use other apparatus and materials that are usually available in a school
laboratory.
Plan an experiment to investigate a factor that affects the time taken for metal balls to stop moving
after being released on a curved track.
• state which variables you would keep constant and which variable you would change
• draw a table, or tables, with column headings, to show how you would display your readings
(you are not required to enter any readings in the table)
You may add to the diagram in Fig. 4.1 if it helps your explanation.
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
..........................................................................................................................................................
[7]
[Total: 7]
BLANK PAGE
Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
PHYSICS 0625/61
Paper 6 Alternative to Practical October/November 2019
MARK SCHEME
Maximum Mark: 40
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the October/November 2019 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.
This syllabus is regulated for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate.
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range
may be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
1(a)(i) b 16.9 1
1(b) Graph:
Suitable scales 1
to 2 or 3 significant figures 1
2(a)(i) V = 2.5 1
I = 0.3(0) 1
3(a) 24 (°C) 1
3(c) 10, 7 1
4 MP1 1
How the ball will move:
Back and forth / like a pendulum
MP2 1
Release from a determined position, time until stops
MP3 1
Repeat with at least two more values of independent variable
MP4 1
Statement of variable to be changed
MP5 1
Statement of a variable to keep constant
MP6 1
Table with columns for chosen variable that is changed and time with correct units, s for time.
MP7 1
Compare chosen variable with time.
Or plot graph of chosen variable against time