Cambridge IGCSE Physics 0625 — 2005 May/June Paper 2 · Variant 1

This document consists of 16 printed pages. SPA (MML 8112 3/04) S80361/3 © UCLES 2005 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education PHYSICS 0625/02 Paper 2 May/June 2005 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen in the spaces provided on the Question Paper. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Answer all questions. 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. You may lose marks if you do not show your working or if you do not use appropriate units. Take the weight of 1 kg to be 10 N (i.e. acceleration of free fall = 10 m/s2). Centre Number Candidate Number Name If you have been given a label, look at the details. If any details are incorrect or missing, please fill in your correct details in the space given at the top of this page. Stick your personal label here, if provided. For Examiner’s Use www.XtremePapers.com

1 (a) A measuring cylinder contains 100 cm3 of water. 20 cm3 of the water is poured into a beaker. On Fig. 1.1, mark the level of the water left in the cylinder. [2] Fig. 1.1 (b) A rule, calibrated in cm, is placed alongside the measuring cylinder, as shown in Fig. 1.2. Fig. 1.2 (i) What is the length of the measuring cylinder, from zero up to the 100 cm3 mark? … (ii) The volume of a cylinder is found using the equation volume = cross-sectional area × length. Calculate the cross-sectional area of the measuring cylinder. cross-sectional area = … [5] 5 10 15 cm3 100 50 cm3 100 50 2 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

2 A boat sails along a river, stopping at various places along the way. Fig. 2.1 shows how the speed of the boat changes during the day, starting at 0900 hrs and reaching its final destination at 2100 hrs. Fig. 2.1 (a) Calculate how long the whole journey takes. time taken = … hours [2] (b) State the time of day at which the boat reaches its greatest speed. time of day = … [1] (c) State the longest time for which the boat was stationary at one place. longest time = … hours [1] (d) If the speed axis had values marked on it, state (i) how the graph could be used to find the distance travelled between 0900 hrs and 1130 hrs, … … (ii) how the average speed for the whole journey could be found. … … [3] 0 0900 1100 1300 1500 1700 1900 2100 time of day (24 -hour clock) speed 3 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

3 (a) A light vertical triangular piece of rigid plastic PQR is pivoted at corner P. A horizontal 5 N force acts at Q, as shown in Fig. 3.1. Fig. 3.1 Describe what, if anything, will happen to the piece of plastic. … … [2] (b) On another occasion, two horizontal 5 N forces act on the piece of plastic, as shown in Fig. 3.2. Fig. 3.2 (i) Describe what, if anything, will happen to the piece of plastic. … (ii) On Fig. 3.2, mark the force that the pivot exerts on the piece of plastic. Show the direction of the force by means of an arrow and write the magnitude of the force next to the arrow. [4] pivot P Q 5 N R 5 N pivot P Q 5 N R 4 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

4 Fig. 4.1 represents a hydroelectric system for generating electricity. Fig. 4.1 Answer the following questions, using words from this list. chemical electrical gravitational internal (heat) kinetic light nuclear sound strain (a) What sort of energy, possessed by the water in the reservoir, is the main source of energy for this system? … [1] (b) When the water flows down the pipe, it is moving. What sort of energy does it possess because of this movement? … [1] (c) The water makes the turbines in the power station rotate. What sort of energy do the turbines possess because of their rotation? … [1] (d) What sort of energy does the power station generate? … [1] (e) None of the energy transfer processes is perfect. In what form is most of the wasted energy released? … [1] water flows out water flows down power station reservoir 5 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

5 (a) On a hot day, a child drinks all the water in a plastic bottle. She then screws the cap back tightly on the bottle, so that the bottle contains only air. Fig. 5.1 She throws the bottle into a waste basket, where the Sun shines on it. After a while in the Sun’s rays, the air in the bottle is much hotter than before. (i) State what has happened to the pressure of the air in the bottle. … (ii) In terms of the behaviour of the air molecules, explain your answer to (a)(i). … … … … [5] cap screwed on tightly air 6 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

(b) Also in the waste basket is a broken glass bottle containing a small quantity of water, as shown in Fig. 5.2. Fig. 5.2 As the Sun shines on it, the volume of water slowly decreases. (i) State the name of the process causing this decrease. … (ii) In terms of the effect of the Sun’s rays on the water molecules, explain your answer to (b)(i). … … … … [4] water 7 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

6 The table below shows the potential difference (p.d.) needed at different times during a day to cause a current of 0.03 A in a particular thermistor. (a) Calculate the two values missing from the table. You may use the space below for your working. Write your answers in the table. [3] (b) On Fig. 6.1, plot the four resistance values. Fig. 6.1 [2] (c) (i) Draw a smooth curve through your points. (ii) Why do we draw a smooth curve rather than a series of straight lines joining the points? … [2] 0 200 400 600 0900 0600 1200 1500 1800 2100 time of day resistance /
8 For Examiner's Use 0625/02/M/J/05 © UCLES 2005 time of day (24-hour clock) p.d. / V resistance /
0900 1200 1500 1800 15.0 9.9 7.5 500 210 250

(d) The thermistor is a circuit component with a resistance that decreases as the temperature increases. (i) From your graph, estimate the time of day when the temperature was greatest. time of day = … (ii) State the reason for your answer to (d)(i). … … [2] 9 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

7 Fig. 7.1 shows the various regions of the electromagnetic spectrum. Fig. 7.1 Two of the regions have been labelled. (a) In the boxes provided, write the names of the other regions. [4] (b) Only one of the following types of wave is not an electromagnetic wave. Tick one box to show which type of wave is not electromagnetic. microwave radar sound [1] radio visible 10 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

8 An inventor is trying to make a device to enable him to see objects behind him. He cuts a square box in half diagonally and sticks two plane mirrors on the inside of the box. A side view of the arrangement is shown in Fig. 8.1. Fig. 8.1 Fig. 8.2 shows the arrangement, drawn larger. Fig. 8.2 Fig. 8.2 shows parallel rays from two different points on a distant object behind the man. (a) Carefully continue the two rays until they reach the place where the inventor’s head will be. [3] (b) Look at what has happened to the two rays. What can be said about the image the inventor sees? … [1] 90° 45° ray 1 from object ray 2 from object mirror box cut in half mirror 11 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

9 The speed of sound in air is 332 m/s. A man stands 249 m from a large flat wall, as shown in Fig. 9.1, and claps his hands once. Fig. 9.1 (a) Calculate the interval between the time when the man claps his hands and the time when he hears the echo from the wall. time interval = … s [3] (b) A woman is standing 249 m further away from the wall than the man. She hears the clap twice, once directly and once after reflection from the wall. How long after the man claps does she hear these two sounds? Tick two boxes. 0.75 s 1.50 s 2.25 s 3.00 s [2] 249 m 249 m woman man 12 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

10 (a) (i) What name do we give to the type of material that allows electrical charges to pass through it? … (ii) Give an example of such a material. … (iii) What must be done to this type of material in order to make electrical charges pass through it? … … [3] (b) (i) What name do we give to the type of material that does not allow electrical charges to pass through it? … (ii) Give an example of such a material. … [2] (c) Which of the two types of material in (a)(i) and (b)(i) may be held in the hand and charged by friction (e.g. by rubbing with a soft cloth)? … [1] 13 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

11 The circuit in Fig. 11.1 is connected up. Fig. 11.1 (a) How does the current in the resistance wire compare with the current in the 2
resistor? Tick one box. smaller same greater [1] (b) A voltmeter connected across the resistance wire shows the same reading as a voltmeter connected across the 2
resistor. State the value of the resistance of the resistance wire. …
[1] (c) Calculate the combined resistance of the wire and the resistor. combined resistance = …
[2] (d) The wire and resistor are disconnected and then reconnected in parallel, as shown in Fig. 11.2. Fig. 11.2 2 Ω A resistance wire 2 Ω A resistance wire 14 For Examiner's Use 0625/02/M/J/05 © UCLES 2005

(i) What is the combined resistance of the wire and resistor in Fig.11.2? Tick one box. zero 1
2
3
(ii) The ammeter in Fig. 11.1 reads 0.3 A. What is the reading on the ammeter in Fig. 11.2? Tick one box. zero less than 0.3 A 0.3 A more than 0.3 A [2] (e) Walls in buildings sometimes develop cracks. The width of a crack can be monitored by measuring the resistance of a thin wire stretched across the crack and firmly fixed on either side of the crack, as illustrated in Fig. 11.3. Fig. 11.3 The wall moves and the crack widens slightly. State what happens to (i) the length of the wire, … (ii) the resistance of the wire. … [2] fixing pin fixing pin crack thin wire 15 [Turn over For Examiner's Use 0625/02/M/J/05 © UCLES 2005

12 (a) Complete the following table about the particles in an atom. The first row has been filled in as an example. [6] (b) (i) Which of the particles in the table make up an -particle? … (ii) On the same scale as indicated by the table, state 1. the mass of an -particle, … 2. the charge of an -particle. … [3] 16 For Examiner's Use 0625/02/M/J/05 © UCLES 2005 particle mass charge location proton 1 unit +1 unit in the nucleus neutron electron 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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the June 2005 question paper 0625 PHYSICS 0625/02 Paper 2 (Theory), maximum mark 80 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. • CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Grade thresholds taken for Syllabus 0625 (Physics) in the June 2005 examination. minimum mark required for grade: maximum mark available A C E F Component 2 80 N/A 51 38 26 The threshold (minimum mark) for B is set halfway between those for Grades A and C. The threshold (minimum mark) for D is set halfway between those for Grades C and E. The threshold (minimum mark) for G is set as many marks below the F threshold as the E threshold is above it. Grade A* does not exist at the level of an individual component.

June 2005 IGCSE MARK SCHEME MAXIMUM MARK: 80 SYLLABUS/COMPONENT: 0625/02 PHYSICS Theory

Page 1 Mark Scheme Syllabus Paper IGCSE – JUNE 2005 0625 2 © University of Cambridge International Examinations 2005 Question Scheme Target Grade Mark 1 (a) 100 – 20 F C1 level shown at 80 (ignore meniscus) ± 1mm (need not actually draw surface) F A1 (b) (i) 16 (cm) F B1 (ii) sub of (i) into formula F C1 sub of 100 into formula F C1 6.25 e.c.f. from (i) F A1 cm2 C B1 Accept working from any two correct values 7 2 (a) 2100 – 900 F C1 12 OR 10.06 (i.e. travel time) F A1 (b) 1500 (ignore unit) OR 15.00 OR ‘1500 to 1800’ F B1 (c) 1 F B1 (d) (i) find area of first trapezium (or equivalent) bold area under graph C B1 (ii) find total area C M1 divide by total time OR divide by 12 OR divide by travel time C A1 7 3 (a) it turns F M1 clockwise C A1 (b) (i) stationary OR nothing F B1 (ii) horizontal arrow (intention of from OR to pivot - condone gap, if clear) F M1 to left F A1 10 (N) C B1 6 4 (a) gravitational F B1 (b) kinetic F B1 (c) kinetic C B1 (d) electrical F B1 (e) internal ACCEPT heat condone valid extras C B1 5

Page 2 Mark Scheme Syllabus Paper IGCSE – JUNE 2005 0625 2 © University of Cambridge International Examinations 2005 5 (a) (i) increased F B1 (ii) molecules move faster/have more energy C B1 OR collisions more energetic more frequent collisions (condone with each other)/harder collisions C B1 collisions with walls C B1 idea of collisions causing a force C B1 (b) (i) evaporation F B1 (ii) energy of molecules increases/molecules move faster C B1 molecules escape/break bonds F C1 faster/higher energy molecules escape C A1 9 6 (a) resistance = voltage/current in any form, letters, words, figures, mix F C1 330 6.3 2F A1+A1 (b) candidate’s 4 points correctly plotted ± ½ small square -1 e.e.o.o. 2F B2 (c) (i) reasonable curve, smooth, not too thick F B1 (ii) resistance/temperature changes smoothly C B1 (d) (i) 1500 - 1700 OR candidates lowest point on graph, quoted correctly C B1 (ii) idea of lowest resistance C B1 9 7 (a) (from L to R) infra red (OR µwave)/ ultra violet/ x rays/gamma rays 4F B1 x 4 sound ticked F B1 5 8 (a) one 90° deviation at 1st mirror, by eye F C1 two 90° deviations at 1st mirror, by eye F A1 emerging rays parallel to incident rays, by eye F B1 (b) upside down OR inverted OR same size OR real C B1 4

Page 3 Mark Scheme Syllabus Paper IGCSE – JUNE 2005 0625 2 © University of Cambridge International Examinations 2005 9 (a) speed = distance/time ) ) in any form OR speed = 2 x distance/time ) F C1 2 x 249/332 F C1 1.5 F A1 (b) 0.75 and 2.25 ticked e.c.f. use ✓+ x = 0 for extras 2C B1 + B1 Mark (b) independent of (a) 5 10 (a) (i) conductor OR metal F B1 (ii) metal (but not if answer to (i)) OR any named metal OR any named liquid conductor F B1 (ii) apply an e.m.f. OR apply a p.d. OR equivalent C B1 (b) (i) insulator NOT non-conductor (but condone as extra) F B1 (ii) any suitable example F B1 (c) insulator OR ‘(b)(i)’ e.c.f. from (b)(i) NOT just the name of a type of insulator F B1 6 11 (a) same ticked F B1 (b) 2 C B1 (c) R1 + R2 in any form, letters or numbers F C1 4 e.c.f. from (b) C A1 (d) (i) 1Ω ticked F B1 (ii) more than 0.3A ticked C B1 (e) (i) increases/stretches F B1 (ii) increases c.a.o. C B1 8 12 (a) 1 (unit) / neutral / zero / in nucleus 1/1800 (unit) OR tiny / -1 (unit) / in orbit OR outside nucleus OR 2000 1 OR negligible NOT just negative OR in shell NOT zero 4F,2C B1 x6 (b) (i) proton and neutron F B1 (ii) 1. 4 (units) C B1 2. (+)2 (units) NOT -2 C B1 9

Page 4 Mark Scheme Syllabus Paper IGCSE – JUNE 2005 0625 2 © University of Cambridge International Examinations 2005 NOTES ABOUT THE MARK SCHEME SYMBOLS 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 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 the incorrect value forward to subsequent stages of working, the candidate may be given marks indicated by e.c.f. 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.’ 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. un.pen. means ‘unit penalty’. An otherwise correct answer will have one mark deducted if the unit is wrong or missing. This only applies where specifically stated in the mark scheme. Elsewhere, incorrect or missing units are condoned. OR/or Indicates alternative answers, any one of which is satisfactory for scoring the marks.