Cambridge IGCSE Physics (9-1) 0972 — 2022 May/June Paper 6 · Variant 1

1 A student investigates the stretching of a spring. The apparatus is shown in Fig. 1.1. 0 21 spring 22 clamp stand metre rule 23 bench 100 Fig. 1.1 (a) (i) On Fig. 1.1, take two readings from the metre rule to determine the unstretched length l 0 of the coiled part of the spring. reading 1 .......................................................... cm reading 2 .......................................................... cm l 0 = .......................................................... cm [3] (ii) Draw a diagram to show clearly how you would use a set square to obtain an accurate reading from the metre rule. [1] (b) The student suspends a load of P = 1.0 N from the spring. He records the new length l 1 of the coiled part of the spring. 2.2 l 1 = .......................................................... cm Calculate the extension e1 using the equation e1 = (l 1 – l 0). e1 = .......................................................... cm Calculate a value for the spring constant k of the spring using the equation P k = . e1 Include the unit. k = ............................................................... [2] (c) The student suspends a load of P = 5.0 N from the spring. He records the new length l 5 of the coiled part of the spring. 6.3 l 5 = .......................................................... cm Calculate the extension e5 using the equation e5 = (l 5 – l 0). e5 = .......................................................... cm Calculate a second value for the spring constant k of the spring using the equation P k = . e5 Give your answer to two significant figures. k = ............................................................... [2] (d) State whether your two values of the spring constant k can be considered equal within the limits of experimental accuracy. Explain your answer by referring to your results. statement .................................................................................................................................. explanation ............................................................................................................................... ................................................................................................................................................... ................................................................................................................................................... [1] (e) A student improves the experiment by taking additional sets of readings. (i) Suggest the additional apparatus that the student uses. ........................................................................................................................................... ..................................................................................................................................... [1] (ii) Suggest how the student uses the additional results. ........................................................................................................................................... ..................................................................................................................................... [1] [Total: 11]

Mark scheme: 1(a)(i) 21.3 (cm) 1 22.8 (cm) (or the other way round) 1 l0 = 1.5 (cm) 1 1(a)(ii) set square method clearly shown 1 1(b) correct calculation of k; P divided by candidate’s e1 quoted to 2 or more significant figures 1 N / cm 1 1(c) e5 = 4.8 (cm) 1 k given to 2 significant figures 1 1(d) statement to match results and explanation to match statement 1 1(e)(i) additional load(s) 1 1(e)(ii) plot a graph OR take an average 1

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2 A student investigates the cooling of water. The apparatus is shown in Fig. 2.1. thermometer metal can bench Fig. 2.1 (a) The thermometer in Fig. 2.2 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. 2.2 θ R = ......................................................... [1] (b) The student pours hot water into the metal can. She places the thermometer in the hot water. She records the temperature θ of the hot water at time t = 0 and immediately starts a stop‑clock. She measures the water temperature every 30 s. The readings are shown in Table 2.1. Complete the column headings in Table 2.1. Table 2.1 t / θ/ 0 84 30 79 60 75 90 72 120 70 150 68 180 67 [1] (c) The student pours the water from the can into a measuring cylinder and records the volume V of water. 196 V = ........................................................ cm3 (i) State two precautions taken when reading the volume of water in a measuring cylinder in order to obtain an accurate result. 1. ....................................................................................................................................... 2. ....................................................................................................................................... [2] (ii) The student records the volume V to the nearest 1 cm3. Suggest why this is appropriate. ........................................................................................................................................... ..................................................................................................................................... [1] (d) (i) Calculate the decrease in temperature Δθ1 of the hot water between times t = 0 and t = 60 s. Δθ1 = ............................................................... Calculate the average rate of cooling R1 of the water using the equation Δθ1 R1 = , Δt where Δt = 60 s. Include the unit. R1 = ......................................................... [2] (ii) Calculate the decrease in temperature Δθ2 of the hot water between times t = 120 s and t = 180 s. Δθ2 = ............................................................... Calculate the average rate of cooling R2 of the water using the equation Δθ2 R2 = , Δt where Δt = 60 s. Include the unit. R2 = ............................................................... [1] (e) A student suggests that the rate of cooling is lower when the temperature of the water is lower. State and explain whether the results support this suggestion. ................................................................................................................................................... ................................................................................................................................................... ............................................................................................................................................. [1] (f) The student states that most of the thermal energy lost by the water in the can is by evaporation from the water surface. Another student states that most of the thermal energy lost by the water in the can is by conduction through the sides of the can. The students repeat the experiment twice to investigate the two statements. Suggest one suitable addition to the apparatus for each additional experiment. 1. ............................................................................................................................................... 2. ............................................................................................................................................... [2] [Total: 11]

Mark scheme: 2(a) 23 (°C) 1 2(b) s, °C 1 2(c)(i) view scale / value / water level at right angles / perpendicularly 1 to bottom of meniscus 1 2(c)(ii) measuring cylinder can only be read to nearest 1 or 2 cm3. OR to nearest cm3 means you are measuring the volume to 3 significant figures (which is sufficient) 1 2(d)(i) R1 = 0.15 1 with unit °C / s 1 2(d)(ii) R2 = 0.05 1 2(e) yes; with numbers given, starting from a higher temperature the cooling rate is 0.15 °C / s but starting from a lower temperature the cooling rate is 0.05 °C / s 1 2(f) lid 1 insulation 1

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3 A student investigates the resistance of a wire. Fig. 3.1 shows the circuit he uses. A l B C resistance wire V sliding contact S Fig. 3.1 (a) The student measures the current and decides that he wants to use a lower current. He adds a variable resistor to the circuit to reduce the current. On Fig. 3.1, mark with an X a suitable position in the circuit for the variable resistor. [1] (b) The student measures the current I in the circuit. Record the current shown in Fig. 3.2. I = ......................................................... [1] 0.4 0.6 3 4 5 6 7 0.2 0.8 2 8 0 1.0 01 910 A V Fig. 3.2 Fig. 3.3 (c) The student places the sliding contact at a distance l = 85.0 cm from B. He measures, and records in Table 3.1, the potential difference (p.d.) V across the length l of resistance wire BC. Record, in Table 3.1, the potential difference shown in Fig. 3.3. [1] (d) The student repeats the procedure using l values of 65.0 cm, 45.0 cm, 25.0 cm and 5.0 cm. His readings are shown in Table 3.1. (i) Calculate, and record in Table 3.1, the resistance R of 85.0 cm of the resistance wire using the equation V R = I. [1] (ii) Complete the column headings in Table 3.1. Table 3.1 l / cm V / R / 5.0 0.2 0.53 25.0 0.8 2.11 45.0 1.4 3.68 65.0 2.0 5.26 85.0 [1] (e) Plot a graph of resistance R (y‑axis) against length l (x‑axis). Start both axes at the origin (0,0). 0 0 [4] (f) Use your graph to determine the resistance R50 of 50.0 cm of the resistance wire. Show clearly on the graph how you obtained the necessary information. R50 = ............................................................... [2] [Total: 11]

Mark scheme: 3(a) a position in series with power supply, ammeter and BC 1 3(b) I = 0.38 (A) 1 3(c) V = 2.6 1 3(d)(i) R = 6.84 1 3(d)(ii) V,  1 3(e) graph: axes correctly labelled with quantity and unit and right way round 1 suitable scales 1 all plots correct to ½ small square 1 good line judgement, thin, continuous line 1 3(f) method shown clearly on graph 1 R value correct to nearest ½ small square 1

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4 A student investigates the force required to break different beams made from a mixture of sand and cement. All the beams have the same cross‑section. Plan an experiment to investigate the force required to break the beams. Fig. 4.1 shows the set‑up. load beam triangular blocks bench Fig. 4.1 The following apparatus is available: • a selection of beams made from different ratios of sand and cement and of various lengths • triangular blocks to support the beams • a metre rule • a selection of loads. You can also use other apparatus and materials that are usually available in a school laboratory. The student takes all the necessary safety precautions. You are not required to write about safety precautions. In your plan, you should: • explain briefly how to carry out the investigation (you may add to the diagram if it helps your explanation) • state the key variables to keep constant • draw a table, or tables, with column headings, to show how to display your readings (you are not required to enter any readings in the table) • explain how you would use the readings to reach a conclusion. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... .................................................................................................................................................... [7]

Mark scheme: 4 MP1 identify variable under test either distance between supports / length of beam OR composition of beam (proportion of sand / cement) 1 MP2 increase load until beam breaks (and record load) 1 MP3 repeat for (at least 2 more) different beams or (2 more) different lengths 1 MP4 constant variable identified (in relation to variable under test) distance between supports position of load composition of beam (if not independent variable) same length of beam (if not independent variable) 1 MP5 table with columns for distance / length or composition, and (maximum) load with units required for load and distance / length 1 MP6 conclusion compare breaking load with variable under test OR plot a graph of load against length 1 MP7 additional point any one from: at least 5 sets of results repeats of individual tests and average (rough initial test then) adding small loads near breaking load carefully place loads on beam 1 NOTE: The principle to apply here is ‘could I draw a significantly better line, using these points, under examination conditions?’ If the answer is definitely ‘yes’, do not award the mark. NOTE:  If candidate’s scale consists of actual readings at equal intervals this will produce a perfect straight line! The only mark available in this case is the first (axes right way round and labelled) So maximum 1.  If axes are wrong way round, the other 3 marks are still available.

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