Cambridge IGCSE Physics 0625 — 2009 May/June Paper 2 · Variant 1

This document consists of 19 printed pages and 1 blank page. SPA SHW 00151 2/08 T76303/3 © UCLES 2009 [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. * 4 7 4 3 9 6 1 1 7 7 * PHYSICS 0625/02 Paper 2 Core May/June 2009 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. For Examiner’s Use 1 2 3 4 5 6 7 8 9 10 11 12 Total www.XtremePapers.com

2 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 1 A schoolteacher is concerned about the large number of vehicles passing along the busy road next to the school. He decides to make a measurement to find the number of vehicles per minute. Using the school clock he notes the following readings. appearance of clock at beginning of investigation 12 6 3 9 5 7 1 11 4 8 2 10 appearance of clock at end of investigation 12 6 3 9 5 7 1 11 4 8 2 10 vehicles counted travelling left to right = 472 vehicles counted travelling right to left = 228 (a) Calculate the time for which the schoolteacher was counting vehicles. counting time = … min [1] (b) Calculate the total number of vehicles passing the school per minute. vehicles per minute = … [3] [Total: 4]

3 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use 2 In the left-hand column below are four physical quantities that might be measured in the Physics laboratory. In the right-hand column are eight statements which might be definitions of the quantities in the left-hand column. Use a line to join each quantity with its definition. An example has been given to help you. There is only one definition for each quantity. work force of gravity on a body how big the body is mass power of a given force weight ÷ mass weight amount of matter in a body force × distance moved density mass ÷ volume the acceleration due to gravity [3] [Total: 3]

4 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 3 The car in Fig. 3.1 is on a level road. 500 N frictional forces 2000 N force propelling car forwards Fig. 3.1 (a) Calculate the magnitude of the resultant force on the car. resultant force = … N [1] (b) Tick the box below that describes the motion of the car. travels forward at constant speed travels forward with increasing speed travels forward with decreasing speed travels backward at constant speed travels backward with increasing speed travels backward with decreasing speed remains at rest [1]

5 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use (c) The frictional forces increase to 2000 N when the car is moving. What happens to the car? … [1] (d) Suggest two things that might have caused the frictional forces in (c) to increase. 1. … 2. … [2] [Total: 5]

6 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 4 Fig. 4.1 shows a manometer, containing mercury, being used to monitor the pressure of a gas supply. 300 250 200 150 100 50 0 mm from a gas supply mercury Fig. 4.1 (a) Using the scale on Fig. 4.1, find the vertical difference between the two mercury levels. difference = … mm [1] (b) What is the value of the excess pressure of the gas supply, measured in millimetres of mercury? excess pressure = … mm of mercury [1] (c) The atmospheric pressure is 750 mm of mercury. Calculate the actual pressure of the gas supply. actual pressure = … mm of mercury [1] (d) The gas pressure now decreases by 20 mm of mercury. On Fig. 4.1, mark the new positions of the two mercury levels. [2] [Total: 5]

7 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use 5 Fig. 5.1 shows a typical laboratory thermometer. –10 0 10 20 30 40 50 60 70 80 90 100 110 °C Fig. 5.1 (a) Explain why the thermometer has (i) thin walls on its bulb, … … [1] (ii) thick walls on its stem, … … [1] (iii) a narrow capillary tube along which the liquid expands. … … [1] (b) Suggest a liquid which the thermometer might contain. … [1] (c) Such a thermometer is calibrated at the ice point and the steam point. The scale is put on between these two marks. State the values of (i) the ice point, … (ii) the steam point. … [2] [Total: 6]

8 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 6 Fig. 6.1 shows the waveform of the note from a bell. A grid is given to help you take measurements. time Fig. 6.1 (a) (i) State what, if anything, is happening to the loudness of the note. … [1] (ii) State how you deduced your answer to (a)(i). … [1] (b) (i) State what, if anything, is happening to the frequency of the note. … [1] (ii) State how you deduced your answer to (b)(i). … [1]

9 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use (c) (i) How many oscillations does it take for the amplitude of the wave to decrease to half its initial value? … [1] (ii) The wave has a frequency of 300 Hz. 1. What is meant by a frequency of 300 Hz ? … … [1] 2. How long does 1 cycle of the wave take? … [1] 3. How long does it take for the amplitude to decrease to half its initial value? … [2] (d) A student says that the sound waves, which travelled through the air from the bell, were longitudinal waves, and that the air molecules moved repeatedly closer together and then further apart. (i) Is the student correct in saying that the sound waves are longitudinal? … (ii) Is the student correct about the movement of the air molecules? … (iii) The student gives light as another example of longitudinal waves. Is this correct? … [2] [Total: 11]

10 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 7 Two apartment blocks are one each side of a road, as shown in Fig. 7.1. A beam of light from a police helicopter is hitting the top window H of the left-hand apartment block. H G F E D C B A Z Y X W V U T S beam of light apartment block apartment block Fig. 7.1 (a) (i) On Fig. 7.1, 1. draw the normal at the point where the beam hits window H, [1] 2. label the angle of incidence of the beam of light on window H. [1]

11 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use (ii) State the equation that links the angle of incidence with the angle of reflection. … [1] (iii) Which window does the beam hit next, after reflection from H? … [1] (iv) Which other windows, if any, receive light from the helicopter? … [1] (b) Fig. 7.2 shows another example of reflection. The drawing is incomplete. mirror card Fig. 7.2 The horizontal card with the letter P on it is being reflected in the vertical mirror. On Fig. 7.2, draw the reflection of the letter P. [2] [Total: 7]

12 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 8 (a) Four rods are shown in Fig. 8.1. plastic rod iron rod wooden rod brass rod Fig. 8.1 State which of these could be held in the hand at one end and be (i) magnetised by stroking it with a magnet, … [1] (ii) charged by stroking it with a dry cloth. … [1] (b) Magnets A and B in Fig. 8.2 are repelling each other. magnet A N magnet B Fig. 8.2 The north pole has been labelled on magnet A. On Fig. 8.2, label the other three poles. [1]

13 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use (c) Charged rods C and D in Fig. 8.3 are attracting each other. rod C + rod D Fig. 8.3 On Fig. 8.3, show the charge on rod D. [1] (d) Fig. 8.4 shows a plotting compass with its needle pointing north. N Fig. 8.4 A brass rod is positioned in an east-west direction. A plotting compass is put at each end of the brass rod, as shown in Fig. 8.5. N brass rod plotting compass Fig. 8.5 On Fig. 8.5, mark the position of the pointer on each of the two plotting compasses. [2] [Total: 6]

14 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 9 Fig. 9.1 shows a simple circuit. A 6 V reading 50 mA R Fig. 9.1 (a) What is the value of (i) the e.m.f. of the battery, … [1] (ii) the current in the circuit? … [1] (b) Calculate the resistance R of the resistor. R = … [3] (c) State how the circuit could be changed to (i) halve the current in the circuit, … [2] (ii) reduce the current to zero. … [1]

15 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use (d) A student wishes to include a switch in the circuit, but mistakenly connects it as shown in Fig. 9.2. A 6 V student’s incorrect connection R Fig. 9.2 (i) Comment on the size of the current in the circuit if the student closes the switch. … [1] (ii) What effect would this current have on the circuit? … … … [2] [Total: 11]

16 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 10 The apparatus in Fig. 10.1 is called a force-on-conductor balance. When there is an electric current I as shown in XY, there is a force on XY that pulls it down. This force is measured by putting weights in the pan until XY is brought back to its original position. N S current in current out X Y pan I Fig. 10.1 (a) State what would happen if the current direction were from Y to X. … [1] (b) An experimenter uses the balance to determine the force F on XY for different currents I. His results are given below. I / A 0 0.5 1.0 1.5 2.0 F / N 0 0.012 0.023 0.035 0.047 (i) On the grid of Fig. 10.2, 1. mark suitable scales to plot a graph of F / N against I / A for these values, [2] 2. plot the points on your grid, [2] 3. draw the best straight line through your points. [1]

17 0625/02/M/J/09 © UCLES 2009 [Turn over For Examiner’s Use 0 0 I / A F / N Fig. 10.2 (ii) From your graph, find the force on XY when the current is 1.6 A. force = … N [1] (c) Name one common device that uses the effect demonstrated by the force-on-conductor balance. … [1] [Total: 8]

18 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 11 Fig. 11.1 represents a cathode-ray tube containing a number of different parts. There are empty boxes connected to four of the parts. These boxes are for some of the answers to this question. Not all of the boxes will be used. heater filament anode grid cathode rays Fig. 11.1 (a) On Fig. 11.1, write the word CATHODE in the appropriate box. [1] (b) One part shown in Fig. 11.1 is used to deflect the cathode rays up and down. Write UP AND DOWN in the appropriate box. [1] (c) One part glows when the cathode rays strike it. Write GLOWS in the appropriate box. [1] (d) On Fig. 11.1, draw a battery connected so that the cathode is heated. [1] (e) Name the particles that make up cathode rays. … [1] (f) What fills the rest of the space in the cathode-ray tube? Tick one box. air alpha particles hydrogen steam vacuum [1] [Total: 6]

19 0625/02/M/J/09 © UCLES 2009 For Examiner’s Use 12 The following table includes some of the properties of alpha, beta and gamma radiations. Complete the table by filling in the missing properties. alpha beta gamma nature 2 protons + 2 neutrons [2] approximate mass 1 unit [2] charge positive [2] ability to penetrate solids very penetrating [2] [Total: 8]

20 0625/02/M/J/09 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. BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2009 question paper for the guidance of teachers 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, which would have considered the acceptability of alternative answers. 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 2009 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: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 Notes about Mark Scheme Symbols and Other Matters 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.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 1 (a) 35 B1 (b) vehicles/time in any form, letters words or numbers C1 700/35 e.c.f. (a) C1 20 e.c.f. (a) A1 [4] 2 work force of gravity on a body how big the body is mass power of a given force weight ÷ mass weight amount of matter in a body force × distance moved density mass ÷ volume the acceleration due to gravity B1×3 [3] 3 (a) 1500 B1 (b) second box ticked (use ✓ +  = 0 for extras) B1 (c) constant speed B1 (d) award B1 from each of any 2 lines: increased wind/air resistance OR headwind OR roof rack ) rough(er) ground OR flat tyre OR increased road resistance/friction ) B1 + B1 brakes applied ) IGNORE increased speed/changed car shape/increased load IGNORE driver decided to stop [5] 4 (a) 88 – 92 B1 (b) his (a) B1 (c) 840 e.c.f. (b) B1 (d) left level up and right level down B1 L at 80 and R at 150 B1 [5]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 5 (a) (i) rapid/rapid heat transfer/gain OR rapid reading/response NOT sensitivity/temperature transfer B1 (ii) strength OR reduce chance of breaking OR to magnify the thread ignore any mention of safety B1 (iii) sensitivity or equiv. (e.g. idea of large movement of thread) B1 (b) mercury OR alcohol B1 (c) 0 and 100 B1 °C on at least 1 temperature B1 [6] 6 (a) (i) decreasing OR getting lower/quieter/softer M1 (ii) amplitude/length of wave decreased OR waves got smaller NOT wavelength decreased A1 (b) (i) nothing OR constant M1 (ii) waves equally spaced OR wavelength/period/T constant A1 (c) (i) 12 – 14 B1 (ii) 1. 300 (waves, oscillations, vibrations) every second B1 2. 1/300 (s) OR 0.0033 OR 0.003 with indication of recurring 3 B1 3. 1/his300 × his 12 OR his (1/300) C1 0.04 (s) e.c.f. A1 (d) (i) yes/✓ ) ) (ii) yes/✓ ) –1 e.e.o.o. B2 ) (iii) no/✓ ) [11]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 7 (a) (i) 1. normal correct, by eye B1 2. i correctly labelled B1 (ii) i = r in any recognisable form accept incidence = refraction NOT sin i = sin r B0 for refraction, refrection, reflaction B1 (iii) V B1 (iv) none B1 (b) be reasonably generous: correct inversion M1 stem approx. parallel to card edge A1 [7] 8 (a) (i) iron (rod) B1 (ii) plastic (rod) B1 (b) S S N B1 (c) – somewhere on or near rod D, near end C condone extra + or – signs unless contradict B1 (d) one needle pointing N, by eye C1 both needles pointing N, by eye A1 [6]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 9 Apply max 1 un. pen. in (a) and (b) together. Apply at first instance of unit penalty. (a) (i) 6 V B1 (ii) 50 mA OR 0.05 A B1 (b) R = V/I in any form, letters, words, numbers OR V/I C1 6/50 OR 6/0.05 e.c.f. (a) OR 0.12 Ω (0.12 Ω gets 2, 0.12 gets 1) C1 120 Ω c.a.o. accept V/A instead of Ω A1 (c) (i) increase resistance/ohms OR add another resistor OR decrease e.m.f./voltage/p.d. C1 double resistance/ohms OR add another R (in series) OR halve e.m.f./voltage/p.d. OR use 3 V cell/battery OR remove one cell/battery OR use only 1 cell/battery A1 (ii) idea of breaking the circuit OR removing battery OR make voltage zero OR switch off B1 (d) (i) infinite OR very large (if figure quoted, must be [25 A) NOT just “higher” B1 (ii) idea of damage but NOT “blows up” C1 ammeter – coil burnt out OR pointer bent ) battery – overheats OR runs flat quickly ) any 1 A1 circuit – overheat/burn out/insulation melts ) NOT it trips out [11] 10 (a) XY would move up/anticlockwise/motion reversed/pan moves down B1 (b) (i) 1. sensible choice of F scale ) B1 ) both lost if scales reversed sensible choice of I scale ) B1 2. 4 points correctly plotted (± ½ small square) –1 e.e.o.o. B2 – B0 if ridiculous scale on either axis (e.g. non-linear, 3, 7, 9 etc.) – can award both marks if scales interchanged but otherwise O.K. – if any blob clearly >1 square diameter, then –1 for each (max 2) 3. reasonable straight line through his points, including 0,0 B1 (ii) 0.036 – 0.038 OR his correct value ± 0.0005 (B0 if ridiculous scale) B1 (c) (electric) motor OR ammeter OR galvanometer OR voltmeter NOT generator/electronic balance B1 [8]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2009 0625 02 © UCLES 2009 11 For (a), (b) and (c), mark the names, not the box (a) CATHODE in bottom left box B1 (b) UP & DOWN in top middle box B1 (c) GLOWS in bottom right box B1 (d) battery shown connected across heater filament, any recognisable symbol ignore extra wires if it would work B1 (e) electrons NOT beta particles NOT positive electron B1 (f) vacuum ticked (use ✓ +  = 0 for extras) B1 [6] 12 (1) electron(s) electromagnetic radiation/waves/rays B1 + B1 OR e (ignore any prefix or suffix) NOT just rays etc. ~ 8000 units OR very large zero/nothing B1 + B1 NOT small/almost nothing NOT – (dash) negative allow – (dash) no charge OR zero/neutral B1 + B1 NOT negligible NOT – (dash) idea of not very (penetrating) idea of extremely (penetrating) B1 + B1 OR stopped (but if a substance is OR not stopped (but if a substance is mentioned, it must be appropriate, mentioned, it must be appropriate) not air) NOT “not penetrating” NOT very/strongly/highly penetrating NOT slowly penetrating NOT very fast penetrating [8]