Cambridge IGCSE Physics 0625 — 2017 May/June Paper 6 · Variant 1

1 The class is investigating the stretching of a spring. Fig. 1.1 shows the apparatus. metre rule clamp boss spring l0 stand X bench Fig. 1.1 (a) (i) On Fig. 1.1, measure the length l0. Record l0 in Table 1.1 at load L = 0.0 N. [1] (ii) Explain why l0 is not measured to point X on the spring. ........................................................................................................................................... .......................................................................................................................................[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 / N 0.0 1.0 2.0 3.0 4.0 5.0 l / mm 17 20 21 23 25 Describe one precaution that you would take in order to obtain reliable readings. ................................................................................................................................................... ...............................................................................................................................................[1] (c) Plot a graph of l / mm (y-axis) against L / N (x-axis). [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]

Mark scheme: 1(a)(i) 15 1 1(a)(ii) Ring(s) do not extend (owtte) 1 1(b) Use of set square to line up with scale OR perpendicular viewing 1 1(c) Graph: Axes correctly labelled and right way round 1 Suitable scales 1 All 6 plots correct to ½ small square 1 Good line judgement, thin, single, continuous line 1 1(d) (NO);line does not pass through origin 1 1(e) L in range 6–8 1 L in range 7.2–7.8 1 Total: 10

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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. Fig. 2.1 shows the student’s ray-trace sheet. A B D C P3 P4 ray-trace eye sheet 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 = ............................................................... • Measure and record the length x between points M and K. 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]

Mark scheme: 2(a) Normal in centre of AB and CD and FE at 30° to normal 1 P1 P2 distance at least 5 cm 1 2(b) P3 P4 line and KE correctly drawn (to K) 1 2(c) α in range 28–32 1 x in range 20–24 (mm) 1 2(d) Statement matches readings (Expect YES, owtte) 1 Justification to include the idea of within (or beyond, ecf) the limits of experimental accuracy 1 2(e) Any one from: Large pin separation Ensure pins vertical / upright / erect View bases of pins Use thin pencil lines / thin pins 1 Total: 8

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3 The class is investigating the cooling of water. Fig. 3.1 shows the apparatus. 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. –10 0 10 20 30 40 50 60 70 80 90 100 110 °C Fig. 3.2 θR = ...........................................................[1] (b) • A student pours 200 cm3 of hot water into the beaker. • She measures the temperature θ of the hot water in the beaker. • She immediately starts a stopclock. • After 180 s, she measures the temperature θ of the hot water. • After 360 s, she measures the temperature θ of the hot water again. The readings are shown in Table 3.1. 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 = ............................................................... • Calculate the temperature fall Δθ2 during the next 180 s. Δθ2 = ...........................................................[1] (ii) Suggest why Δθ1 is different from Δθ2 . ........................................................................................................................................... .......................................................................................................................................[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 50 C 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]

Mark scheme: 3(a) 23 with unit °C 1 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 3(c) Two from: Increase draught (over surface of water) Increase temperature of hot water Increase surface area of water Longer time intervals Decrease room temperature Decrease volume of water Use metal can instead of glass beaker Stirring 2 3(d) Any 2 from: Uses bottom of meniscus Perpendicular (to reading) That is where the scale markings are, owtte 2 Total: 7

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4 The class is investigating the motion of a pendulum. Fig. 4.1 shows the apparatus. 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 shows the time t. Fig. 4.3 (i) Calculate the period T of the pendulum. 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]

Mark scheme: 4(a)(i) 1 4(a)(ii) Any 2 from: Metre rule close to pendulum Measurement from bottom of clamp Set-square used as a horizontal reference 2 4(b)(i) 1.01(1) 1 4(b)(ii) Any 2 from: Idea of averaging Reaction time / judgement of when to stop / start (owtte) Reduces effect of error / spreads error over 20 swings (owtte) 2 4(c) 1.02(212) with 2, 3 or 4 significant figures 1 unit s2 1 Total: 8

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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 . The following apparatus is available to the student: 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 • state the key variables that you would control • 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]

Mark scheme: 5 MP1 Diagram showing power supply, ammeter, voltmeter and resistance wire correctly connected (variable resistor optional) 1 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 MP4 Repeat with other (types of) wires 1 MP5 Key variables length AND diameter stated 1 MP6 One of: Repeat with different voltages (or currents). Repeat and take average (voltage and current) readings. Repeat entire experiment with different length or different diameter. Use low current to prevent wire heating up. Keep temperature of wire constant / switch off between readings Use micrometer screw gauge to measure diameter / thickness of wire. 1 MP7 Table with columns for type of wire, voltage, current, resistance with correct units (V, A and Ω) 1 Total: 7

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