Cambridge IGCSE Physics 0625 — 2007 May/June Paper 2 · Variant 1

For Examiner’s Use 1 2 3 4 5 6 7 8 9 10 11 12 Total This document consists of 19 printed pages and 1 blank page. SPA (MML 13116 3/06) T25803/4 © UCLES 2007 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education 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. You may use a soft 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. Answer all questions. 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). 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. * 8 1 8 7 2 9 5 2 3 2 * PHYSICS 0625/02 Paper 2 Core May/June 2007 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. www.XtremePapers.com

2 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 1 The mechanical stop-clock shown in Fig. 1.1 has a seconds hand, which rotates once every minute and a minutes hand, which rotates once every hour. 60 5 10 15 20 25 30 35 40 45 50 55 start reset stop minutes hand seconds hand Fig. 1.1 (a) A student uses the clock to time the intervals between trains travelling along the railway past his school. He sets the clock to zero (both hands vertical). As train 1 passes, he starts the clock and leaves it running. After 35 s, train 2 passes. On the blank face of Fig. 1.2, show the positions of the two hands of the clock as train 2 passes. Make sure it is clear which hand is which. [2] 60 5 10 15 20 25 30 35 40 45 50 55 Fig. 1.2

3 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 (b) Train 3 passes the school 4 minutes and 55 s after the clock was started. On the blank face of Fig. 1.3, show the positions of the hands of the clock as train 3 passes. [2] 60 5 10 15 20 25 30 35 40 45 50 55 Fig. 1.3 (c) Calculate the time interval between train 2 and train 3. time interval = … min … s [1] [Total: 5]

4 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 2 In a training session, a racing cyclist’s journey is in three stages. Stage 1 He accelerates uniformly from rest to 12 m/s in 20 s. Stage 2 He cycles at 12 m/s for a distance of 4800 m. Stage 3 He decelerates uniformly to rest. The whole journey takes 500 s. (a) Calculate the time taken for stage 2. time = … s [2] (b) On the grid of Fig. 2.1, draw a speed/time graph of the cyclist’s ride. [3] 14 12 10 8 6 4 2 0 0 100 200 300 400 500 speed / m / s time / s Fig. 2.1

5 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 (c) Show that the total distance travelled by the cyclist is 5400 m. [4] (d) Calculate the average speed of the cyclist. average speed = … m/s [2] [Total: 11]

6 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 3 A piece of stiff cardboard is stuck to a plank of wood by means of two sticky-tape “hinges”. This is shown in Fig. 3.1. stiff cardboard sticky-tape “hinge” plank of wood A B C Fig. 3.1 (a) The cardboard is lifted as shown, using a force applied either at A or B or C. (i) On Fig. 3.1, draw the force in the position where its value will be as small as possible. [2] (ii) Explain why the position you have chosen in (a)(i) results in the smallest force. … [1] (b) Initially, the cardboard is flat on the plank of wood. A box of matches is placed on it. The cardboard is then slowly raised at the left hand edge, as shown in Fig. 3.2. stiff cardboard sticky-tape “hinge” plank of wood Fig. 3.2 State the condition for the box of matches to fall over. … … [2]

7 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 (c) The box of matches is opened, as shown in Fig. 3.3. The procedure in (b) is repeated. stiff cardboard sticky-tape “hinge” plank of wood Fig. 3.3 (i) Complete the sentence below, using either the words “greater than” or “the same as” or “less than”. In Fig. 3.3, the angle through which the cardboard can be lifted before the box of matches falls is …………………………………………… the angle before the box of matches falls in Fig. 3.2. [1] (ii) Give a reason for your answer to (c)(i). … … [1] [Total: 7]

8 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 4 In Fig. 4.1, a small bird, a large bird and a squirrel are on the ground under a tree. Fig. 4.1 A loud noise scares the two birds. They both fly up to the top of the tree. (a) (i) Which bird does the most work raising itself to the top of the tree? … [1] (ii) Explain your answer to (a)(i). … [1] (b) A squirrel has the same weight as the large bird. It climbs the tree, to the same height as the birds. How does the increase in the squirrel’s gravitational potential energy compare with that of each of the two birds? Answer the question by completing the sentences below. Compared with that of the small bird, the increase of the squirrel’s potential energy is … . Compared with that of the large bird, the increase of the squirrel’s potential energy is … . [2] (c) Which creature has the least gravitational potential energy when they are at the top of the tree? … [1] (d) The small bird flies back down to the ground. What happens to the gravitational potential energy it had at the top of the tree? … [2] [Total: 7]

9 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 5 (a) Here is a list of descriptions of molecules in matter. description solid gas free to move around from place to place can only vibrate about a fixed position closely packed relatively far apart almost no force between molecules strong forces are involved between molecules In the columns alongside the descriptions, put ticks next to those which apply to the molecules in (i) a solid, (ii) a gas. [4] (b) The water in a puddle of rainwater is evaporating. Describe what happens to the molecules when the water evaporates. … … [2] [Total: 6]

10 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 6 (a) Fig. 6.1 shows how the pressure of the gas sealed in a container varies during a period of time. pressure time Fig. 6.1 Which of the following statements could explain this variation of pressure? Tick two statements. The temperature of the gas is increasing. The temperature of the gas is decreasing. The volume of the container is increasing. The volume of the container is decreasing. [2]

11 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 (b) Fig. 6.2 shows some gas trapped in a cylinder with a movable piston. cylinder piston gas Fig. 6.2 The temperature of the gas is raised. (i) State what must happen to the piston, if anything, in order to keep the pressure of the gas constant. … [1] (ii) State your reasons for your answer to (b)(i). … … [1] [Total: 4]

12 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 7 An electric soldering iron is used to melt solder, for joining wires in an electric circuit. A soldering iron is shown in Fig. 7.1. copper tip metal cylinder with heater coil inside plastic handle lead to electricity supply Fig. 7.1 Solder is a metal which melts easily. The heater coil inside the metal cylinder heats the copper tip. (a) (i) Suggest why the tip is made of copper. … [1] (ii) Suggest why the handle is made of plastic. … [1] (b) The heater coil is switched on. When the tip is put in contact with the solder, some of the heat is used to melt the solder. (i) State the process by which the heat is transferred from the copper tip to the solder. … [1] (ii) By which process or processes is the rest of the heat transferred to the surroundings? Tick the boxes alongside any of the following (you may tick as many as you think are correct). conduction convection evaporation radiation [2]

13 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 (c) A short time after switching on the soldering iron, it reaches a steady temperature, even though the heater coil is constantly generating heat. The soldering iron is rated at 40 W. What is the rate at which heat is being lost from the soldering iron? Tick one box. greater than 40 W equal to 40 W less than 40 W [1] [Total: 6]

14 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 8 A square wooden block is made to rotate 3000 times per minute. A springy metal strip presses against the block, as shown in Fig. 8.1. A person nearby observes what is happening. 3000 rotations / minute springy metal strip Fig. 8.1 (a) Calculate how many times per second the block rotates. number of rotations per second = … [1] (b) Calculate the frequency of the sound caused by this arrangement. frequency = … Hz [2] (c) State whether or not this sound could be heard by the person nearby, and give a reason for your answer. … … [1] [Total: 4]

15 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 9 (a) Fig. 9.1 shows two resistors connected to a 6 V battery. 6 V X Y 2 Ω 10 Ω Fig. 9.1 (i) What name do we use to describe this way of connecting resistors? … [1] (ii) Calculate the combined resistance of the two resistors. combined resistance = …
[1] (iii) Calculate the current in the circuit. current = … [4] (iv) Use your answer to (a)(iii) to calculate the potential difference across the 10
resistor. potential difference = … V [2] (v) State the potential difference between terminals X and Y. … V [1]

16 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 (b) The circuit in Fig. 9.2 is similar to the circuit in Fig. 9.1, but it uses a resistor AB with a sliding contact. 6 V X Y A B sliding contact Fig. 9.2 (i) State the potential difference between X and Y when the sliding contact is at 1. end A of the resistor, … V 2. end B of the resistor. … V [2] (ii) The sliding contact of the resistor AB is moved so that the potential difference between X and Y is 5 V. On Fig. 9.2, mark with the letter C the position of the sliding contact. [1] [Total: 12]

17 0625/02/M/J/07 [Turn over For Examiner’s Use © UCLES 2007 10 Your teacher gives you a length of wire, a sensitive millivoltmeter and a powerful magnet. You are asked to demonstrate the induction of an e.m.f. in the wire. (a) Describe what you would do. … … … … … [2] (b) How would you know that an e.m.f. has been induced? … [1] (c) Name a device which makes use of electromagnetic induction. … [1] [Total: 4]

18 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 11 Fig. 11.1 shows a bar magnet on a board in a region where the magnetic field of the surroundings is so weak it can be ignored. The letters N and S show the positions of the north and south poles of the magnet. Also on the diagram are marked four dots. N S Fig. 11.1 (a) On Fig. 11.1, carefully draw four magnetic field lines, one passing through each of the four dots. The lines you draw should begin and end either on the magnet or at the edge of the board. [5] (b) On one of your lines, put an arrow to show the direction of the magnetic field. [1] [Total: 6]

19 0625/02/M/J/07 For Examiner’s Use © UCLES 2007 12 Three particles you have learned about are protons, neutrons and electrons. (a) How many of each of these particles (i) are found in an -particle, number of protons = … number of neutrons = … number of electrons = … [1] (ii) are found in a -particle? number of protons = … number of neutrons = … number of electrons = … [1] (b) Sodium-24 can be represented as 24 11Na. How many of each of these particles are there in a neutral atom of 24 11Na? number of protons = … number of neutrons = … number of electrons = … [3] (c) A nucleus of sodium-24 decays to become magnesium-24, by the emission of one particle. The equation below describes this change. The symbol x y represents the emitted particle. 24 11Na 24 12Mg + x y (i) State the value of x. … [1] (ii) State the value of y. … [1] (iii) What type of particle is ? … [1] [Total: 8]

20 0625/02/M/J/07 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2007 question paper 0625 PHYSICS 0625/02 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. 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 discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the May/June 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0625 02 © UCLES 2007 NOTES ABOUT 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 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. 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.

Page 3 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0625 02 © UCLES 2007 TARGET MARK GRADE 1 (a) seconds hand at 35 s F B1 minutes hand at or just to R of 60 (up to ½ division) C B1 (b) seconds hand at 55 s F B1 minutes hand between 4 and 5 C B1 (c) 4 minutes 20 s F B1 [Total: 5] 2 (a) speed = distance/time in any form OR 4800/12 F C1 400 (s) F A1 (b) straight line up to 12 m/s, 20s ± ½ small square F B1 horizontal line for 400 s (e.c.f. for start point and from (a)) F B1 straight line down to 0 m/s at 500 s F B1 (c) distance = ½ base x height OR area under graph OR equation of motion F C1 accel. distance = 120 m C A1 decel. distance = 480 m C A1 NOTE: NO MARKS for using (d) and then going back to (c) total distance = 120 + 4800 + 480 stated C A1 (d) average speed = total distance/total time OR 5400/500 OR 5400/920 F C1 10.8 (m/s) OR 11 (m/s) c.a.o. F A1 [Total: 11] 3 (a) (i) indication of force at A F M1 upward vertical force OR upward force at rt. angles to card C A1 (ii) largest distance from hinge F B1 (b) when C of M lies outside base (idea of) F C1 when vertical through C of M lies outside base (idea of) C A1 (c) (i) less than F B1 (ii) idea of C of M of box raised OR matchbox less stable C B1 NOT matchbox is taller [Total: 7]

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0625 02 © UCLES 2007 4 (a) (i) large (bird) F M1 (ii) greater weight/mass/force of gravity/heavier F A1 (b) greater F B1 the same F B1 (c) small (bird) F B1 (d) lost/turned into/decreased (accept turned into KE) F M1 as heat ignore mention of sound C A1 [Total: 7] 5 (a) solid: 2, 3 and 6 ticked -1 each error ( use ✓ +  = 0 for extras) F, C B2 gas: 1, 4 and 5 ticked -1 each error ( use ✓ +  = 0 for extras) F, C B2 (b) molecules breaking free (of surface) NOT turns into a gas F M1 mention of higher energy/faster/mols near surface C A1 [Total: 6] 6 (a) [mark in pairs, use ✓ +  = 0] temp. decreasing F B1 volume increasing F B1 (b) (i) moved out/backwards/to the R F M1 (ii) idea of raised temp increases pressure, therefore move piston out to decrease pressure C A1 [Total: 4] 7 (a) (i) (good) conductor OR equiv. NOT conductor of electricity F B1 (ii) poor conductor OR (good) insulator (allow electrical) OR to stop your hand getting burned/prevent shock F B1 (b) (i) conduction F B1 (ii) any 2 of conduction, convection, radiation ticked F, C B1+B1 (-1 if evaporation ticked) (c) equal to 40W C B1 [Total: 6]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0625 02 © UCLES 2007 8 (a) 50 F B1 (b) his (a) x 4 F C1 200 (Hz) e.c.f. F A1 (c) Yes, because it is between 20 – 20,000 Hz or more than 20 Hz C B1 allow e.c.f. from (b) answer must tally with (b) [Total: 4] 9 (a) (i) series OR potential divider F B1 (ii) 12 (Ω) F B1 (iii) I = V/R in any form F C1 6/his (ii) F C1 0.5 e.c.f. F A1 A OR amp(s) OR ampere(s) OR a F B1 (iv) his (iii) x 10 F C1 5 (V) e.c.f. F A1 (v) his (iv) C B1 (b) (i) 1. 6 (V) C B1 2. 0 (V) C B1 (ii) C or clear mark positioned below A but not lower than bottom of C B1 the word contact” allow e.c.f. only if 6 and 0 in (i) are reversed [Total: 12] 10 (a) connect wire across/to millivoltmeter F B1 (any mention of connecting to electricity/battery gets B0 here) move wire across magnetic field OR move magnet past wire OR dip magnet into coil made of the wire (condone connect to battery/electricity here) F B1 (b) millivoltmeter deflects F B1 (c) generator OR transformer OR induction coil OR coil on a car OR microphone NOT relay/motor/power station etc F B1 [Total: 4]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2007 0625 02 © UCLES 2007 11 (a) dot to right of S: horiz. line from end/pole, to right (must not curve) F B1 dot to left of N: horiz. line from end/pole, to left (must not curve) F B1 dot by top LH corner: smooth curve from end/pole, above magnet, to equivalent point at south end F B1 dot below magnet: smooth curve between N and S F M1 curve leaving & entering side of magnet, not ends C A1 (b) arrow clearly indicating N to S F B1 [Total: 6] 12 (a) (i) 2, 2, 0 (accept blank for 0) F B1 (ii) 0, 0, 1 (accept blank for 0) F B1 (b) protons: 11 F B1 neutrons: 13 C B1 electrons: same as his protons F B1 (c) (i) 0 C B1 (ii) -1 C B1 (iii) β OR electron OR e OR B OR beta C B1 NOT b [Total: 8]