Cambridge IGCSE Physics 0625 — 2009 Oct/Nov Paper 2 · Variant 1

This document consists of 19 printed pages and 1 blank page. DCA (SHW 00151 2/08) 12741/5 © 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. * 3 7 3 5 8 5 1 8 6 1 * PHYSICS 0625/02 Paper 2 Core October/November 2009 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. www.XtremePapers.com

2 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 1 Fig. 1.1 shows a measuring cylinder containing some water. A student allows 200 drops of water to fall into the water in the measuring cylinder. Fig. 1.2 shows the measuring cylinder after the addition of the drops. 50 40 30 20 10 cm3 original level of water 50 40 30 20 10 cm3 final level of water Fig. 1.1 Fig. 1.2 (a) State (i) the original volume of water in the cylinder, … cm3 (ii) the final volume of water in the cylinder. … cm3 [1] (b) Calculate the volume of water added. volume added = … cm3 [1] (c) Calculate the average volume of one of the drops of water. average volume = … cm3 [2] [Total: 4]

3 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use 2 As a pole vaulter runs towards the jump, his pole is straight. When he is jumping, the pole is bent, as illustrated in Fig. 2.1. pole Fig. 2.1 (a) Which form of energy of the athlete increases as he accelerates towards the jump? … [1] (b) Which form of energy is stored in the pole because it is bent? … [1] (c) Which form of energy of the athlete increases because he is rising towards the bar? … [1] (d) Which two quantities need to be known in order to calculate how much work is done lifting the athlete up from the ground to the bar? … and … [1] [Total: 4]

4 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 3 Fig. 3.1 shows the distance/time graph for a girl’s bicycle ride and the axes for the corresponding speed/time graph. 0 0 A time distance from starting point time A B C D speed B C D Fig. 3.1 (a) Look at the distance/time graph that has been drawn for you. (i) Answer the following questions for the time interval AB. 1. What is happening to the distance from the starting point? … … [2] 2. What can you say about the speed of the bicycle? … [1]

5 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use (ii) On the speed/time axes in the lower part of Fig. 3.1, draw a thick line that could show the speed during AB. [1] (b) On the speed/time axes of Fig. 3.1 (i) draw a thick line that could show the speed during BC, [1] (ii) draw a thick line that could show the speed during CD. [2] (c) How far from her starting point is the girl when she has finished her ride? distance from starting point = … [1] [Total: 8]

6 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 4 (a) The object illustrated in Fig. 4.1 is not in equilibrium. It has a weight of 12 N. 6 N 15 N weight = 12 N 12 N Fig. 4.1 (i) State what happens to the object. … … [2] (ii) On Fig. 4.1, draw an arrow to show the extra force necessary to bring the object to a state of equilibrium. Label the arrow with the size of the force. [2] (iii) On Fig. 4.1, show where the centre of mass of the object is situated, using the letter G. [1]

7 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use (b) Fig. 4.2 shows a car transporter, first unloaded and then loaded with two cars on the upper deck. Fig. 4.2 (i) What happens to the centre of mass of the transporter and its load when the cars are loaded? Tick one box. rises stays at the same height falls [1] (ii) How do the two loaded cars affect the stability of the transporter? Tick one box. more stable no effect less stable [1] [Total: 7]

8 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 5 (a) Fig. 5.1 shows the cooling curve for a pure substance. The substance is liquid at A. A B C D time temperature Fig. 5.1 (i) Describe what is happening to the substance between 1. A and B, . … 2. B and C, … 3. C and D. … [3] (ii) During which of the sections of the graph is energy being lost from the substance to the surroundings? Put a tick in any of the boxes to indicate where this is happening. between A and B between B and C between C and D [2] (iii) What is the state of the substance at D? … [1]

9 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use (b) When the temperature reaches that at D, the substance is then heated steadily until it again reaches the temperature it had at A. On the axes of Fig. 5.2, sketch a graph of temperature against time for the heating of the substance. [2] time temperature Fig. 5.2 [Total: 8]

10 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 6 A bicycle pump has its outlet sealed with a tight rubber bung, as shown in Fig. 6.1. A B air piston handle bung Fig. 6.1 (a) The temperature of the air in the pump is kept constant. The handle of the pump is pushed in so that the piston moves from A to B. Tick the correct box in each row of the table below to show how each quantity varies as the piston is moved. greater with piston at A greater with piston at B same with piston at A or B the average speed of the air molecules the frequency with which the air molecules hit the walls and the piston the pressure of the air in the pump [3] (b) When the handle is pushed in even further, the rubber bung pops out of the hole. Which two forces are equal just before the bung pops out? Tick two boxes. friction force between bung and hole resultant due to forces of air on each side of piston resultant due to forces of air on each side of bung gravitational force on bung force of air on walls [2] [Total: 5]

11 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use 7 Fig. 7.1 shows an experiment in which an image is being formed on a card by a lens and a plane mirror. p q r lens image hole cut in card plane mirror torch Fig. 7.1 The card and the mirror are shown angled, so that you can see what is happening. In a real experiment they are each roughly perpendicular to the line joining the torch bulb and the centre of the lens. (a) State which of the three marked distances, p, q and r, is the focal length of the lens. … [1] (b) On Fig. 7.1 clearly mark a principal focus of the lens, using the letter F. [1] (c) Tick the boxes alongside two features that describe the image formed on the card. erect inverted real virtual [2] (d) What can be said about the size of the image, compared with the size of the object? … [1] (e) In the experiment, the plane mirror is perpendicular to the beam of light. State what, if anything, happens to the image on the card if (i) the plane mirror is moved slightly to the left, … [1] (ii) the lens is moved slightly to the left. … [1] [Total: 7]

12 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 8 Fig. 8.1 shows a student standing midway between a bell tower and a steep mountainside. steep mountainside student bell tower and bell 990 m 990 m Fig. 8.1 The bell rings once, but the student hears two rings separated by a short time interval. (a) Explain why the student hears two rings. … … … [2] (b) State which of the sounds is loudest, and why. … … … [2]

13 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use (c) Sound in that region travels at 330 m / s. (i) Calculate the time interval between the bell ringing and the student hearing it for the first time. time interval = … s [2] (ii) Calculate the time interval between the bell ringing and the student hearing it for the second time. time interval = … s [1] (iii) Calculate the time interval between the two sounds. time interval = … s [1] [Total: 8]

14 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 9 (a) The two circuits shown in Fig. 9.1 each contain two resistors and a battery. Complete the statement under each circuit. R1 R2 R4 R3 Resistors R1 and R2 are Resistors R3 and R4 are connected in ………………………… connected in ………………………… [1] Fig. 9.1 (b) A student connects the circuit shown in Fig. 9.2. The resistance of the 12 V battery is so low that it can be ignored. 280 Ω 12 V 200 Ω A B Fig. 9.2 (i) Calculate the total resistance in the circuit. resistance = … Ω [2]

15 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use (ii) Calculate the current delivered by the battery. current = … [4] (iii) Calculate the potential difference (p.d.) across the 200 Ω resistor. p.d. = … V [2] (iv) Describe how the student could check whether the p.d. across the 200 Ω resistor is the same as you have calculated. Include the name of the instrument he would use for this. … … … [2] [Total: 11]

16 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 10 Fig. 10.1 is a diagram of a transformer. 12 V a.c. 30 turns 300 turns V a.c. voltmeter Fig. 10.1 (a) (i) On Fig. 10.1, clearly label the core of the transformer. [1] (ii) Name a suitable material from which the core could be made. … [1] (iii) State the purpose of the core. … [1] (b) Calculate the reading on the voltmeter. voltmeter reading = … V [3] [Total: 6]

17 0625/02/O/N/09 © UCLES 2009 [Turn over For Examiner’s Use 11 A woodworker buys an old electric drill that has been used before. The drill is illustrated in Fig. 11.1. Fig. 11.1 The drill mechanism itself is guaranteed to be electrically safe. Suggest three checks the woodworker could make in order to ensure that the rest of his purchase is electrically safe. 1. … … 2. … … 3. … … [3] [Total: 3]

18 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use 12 A radioactive material, X, has a half-life of 2 minutes. At the beginning of an experiment, a sample of the material produces a count-rate of 800 counts / s. Fig. 12.1 shows the count-rate readings at the start of the experiment and after one half-life has elapsed. 0 0 time t / minutes count-rate counts / s 2 4 6 8 10 12 14 100 200 300 400 500 600 700 800 900 Fig. 12.1

19 0625/02/O/N/09 © UCLES 2009 For Examiner’s Use (a) Complete the plot of the decay curve, for times up to t = 12 minutes. Draw the best curve through your points. [3] (b) From your graph find (i) the count-rate from the sample after 9 minutes, count-rate = … counts / s [1] (ii) the time it takes for the count-rate to fall from 700 counts / s to 350 counts / s. time = … minutes [1] (c) A second sample of this radioactive material X gives an initial count-rate of 400 counts / s. What will be the half-life of this sample? half-life = … minutes [1] (d) A river contains fine particles of mud. The mud builds up on the bottom of the river and prevents the movement of large ships. To solve this problem, the authorities remove the mud and dump it at sea. To check where the mud goes after it is dumped, a radioactive material is mixed with it and tracked with radioactivity detectors. (i) Explain why the radioactive material X is not suitable to trace the movement of the dumped mud. … … [1] (ii) State two other properties that a radioactive material must have to make it suitable for tracking the mud. 1. … 2. … [2] [Total: 9]

20 0625/02/O/N/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 October/November 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 October/November 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 – October/November 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. 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 Answers are acceptable to any number of significant figures [ 2, except if figures specified otherwise, or if only 1 sig. fig. is appropriate. Units It is expected that all final answers will have correct units. Deduct one unit penalty for each incorrect or missing unit, maximum 1 per question. No unit penalty if unit is missing from final answer but is shown correctly in the working. 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. Work which has been crossed out, but not replaced, should be marked as if it had not been crossed out.

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0625 02 © UCLES 2009 1 (a) (i) 20 (cm3) ) (ii) 25 (cm3)±0.5 ) both B1 [1] (b) 5 (cm3) e.c.f. B1 [1] (c) 5/200 e.c.f. C1 0.025 (cm3) e.c.f. A1 [2] [Total: 4] 2 (a) kinetic or K.E. or motion B1 [1] (b) strain or elastic B1 [1] (c) gravitational or P.E. or G.P.E. or potential B1 [1] (d) weight /mass (of athlete) AND height/distance (of bar) B1 [1] [Total: 4] 3 (a) (i) 1. increasing M1 steady or uniform A1 2. constant B1 [3] (ii) horizontal straight line between A & B B1 [1] (b) (i) line on axis between B & C B1 [1] (ii) horizontal straight line between C & D M1 lower than that for AB A1 [2] (c) zero distance or equiv. B1 [1] [Total: 8] 4 (a) (i) moves to the left C1 accelerates to the left A1 [2] (ii) arrow to the right B1 9 N B1 [2] (iii) blob on diagram clearly indicated as the C of M B1 [1]

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0625 02 © UCLES 2009 (b) (i) rises B1 [1] (ii) less stable B1 [1] [Total: 7] 5 (a) (i) 1. cooling OR energy/heat lost seen anywhere in (i) B1 2. solidifying or temperature constant B1 3. cooling B1 [3] (ii) first and last both ticked B1 middle ticked B1 [2] (iii) solid accept ice/frozen B1 [1] (b) rising curve of some sort C1 idea of mirror image of Fig. 6.1 A1 [2] [Total: 8] 6 (a) same B1 greater at B B1 greater at B B1 [3] (b) box 1 ticked ) B1 ) use ✓ +  =0 for extras box 3 ticked ) B1 [2] [Total: 5] 7 (a) q B1 [1] (b) F marked close to point of image/object B1 [1] (c) [mark in pairs, use ✓ +  =0] inverted B1 real B1 [2] (d) same B1 [1] (e) (i) nothing C1 [1] (ii) image blurs A1 [1] [Total: 7]

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0625 02 © UCLES 2009 8 (a) one sound direct B1 one sound after reflection/echo B1 [2] (b) first M1 second one suffers absorption,dispersion A1 [2] (c) (i) s = vt in any form (seen somewhere in (c)) B1 time to hear 1st sound = 990/330 or 3 (s) B1 [2] (ii) time to hear 2nd sound = (3 × 330)/330 or 9 (s) B1 [1] (iii) interval = 6 (s) e.c.f. B1 [1] [Total: 8] 9 (a) L.H. circuit – series AND R.H. circuit – parallel B1 [1] (b) (i) 280 + 200 C1 480 (Ω) A1 [2] (ii) I = V/R in any form C1 12/his (i) seen or 12/480 need not be seen C1 0.025 or 25 or 1/40 c.a.o. A1 A or mA as appropriate B1 [4] (iii) his (ii) × 200 or proportion or potential divider calculation C1 5 (V) e.c.f. A1 [2] (iv) connect voltmeter ) M1 ) (could be shown on diag) between A and B ) A1 [2] [Total: 11] 10 (a) (i) core correctly labelled B1 [1] (ii) iron B1 [1] (iii) idea of magnetic linkage B1 [1] (b) V1/V2 = N1/N2 in any form C1 correct substitution C1 120 (V) A1 [3] [Total: 6]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – October/November 2009 0625 02 © UCLES 2009 11 no exposed wires ) ) no worn insulation ) ) no loose wires/connections ) ) no short circuits ) ) any 3 plug correctly wired ) ) any idea about continuity check ) ) no sharp bends in cable ) B1 x 3 [3] [Total: 3] 12 (a) 5 points correctly plotted (–1 e.e.o.o.) B2 reasonable curve through his points B1 [3] (b) (i) between 30 and 35 or his correct value ± 5 B1 [1] (ii) 2 (minutes) or his correct value ± 0.02 B1 [1] (c) 2 (minutes) or his (b) (ii) B1 [1] (d) (i) half-life too short B1 [1] (ii) mark any correct 2, ignore the rest long half life ) ) gamma-emitter ) ) good penetration ) any 2 ) similar particle size ) ) similar density ) B1+B1 [2] [Total: 9]